WorldWideScience

Sample records for learning performance assessment

  1. Performance assessment in algebra learning process

    Science.gov (United States)

    Lestariani, Ida; Sujadi, Imam; Pramudya, Ikrar

    2017-12-01

    The purpose of research to describe the implementation of performance assessment on algebra learning process. The subject in this research is math educator of SMAN 1 Ngawi class X. This research includes descriptive qualitative research type. Techniques of data collecting are done by observation method, interview, and documentation. Data analysis technique is done by data reduction, data presentation, and conclusion. The results showed any indication that the steps taken by the educator in applying the performance assessment are 1) preparing individual worksheets and group worksheets, 2) preparing rubric assessments for independent worksheets and groups and 3) making performance assessments rubric to learners’ performance results with individual or groups task.

  2. Assessing Performance and Learning in Interprofessional Health Care Teams.

    Science.gov (United States)

    Ekmekci, Ozgur; Sheingold, Brenda; Plack, Margaret; LeLacheur, Susan; Halvaksz, Jennifer; Lewis, Karen; Schlumpf, Karen; Greenberg, Larrie

    2015-01-01

    Teamwork has become an integral part of health care delivery. Such emphasis on teamwork has generated the need to systematically measure and improve the learning and performance of health care teams. The purpose of this study was to develop a comprehensive assessment instrument, the Interprofessional Education and Practice Inventory (IPEPI), to evaluate learning and performance in interprofessional health care teams. The 12-month study commenced in three 4-month phases: (1) a panel of 25 national and international experts participated in the Delphi process to identify factors influencing team learning and team performance; (2) the research team analyzed the findings from the two Delphi rounds to develop the IPEPI; and (3) a cohort of 27 students at the university engaged in clinical simulations to test and refine the IPEPI. Findings suggest key factors that significantly influence team learning and performance include whether the group is able to foster a climate of mutual respect, adopt effective communication strategies, develop a sense of trust, and invite contributions from others. Additionally, in assessing organizational factors, participants indicated those factors that significantly influence team learning and performance include whether the organization is patient-centered, creates a culture of safety (not blame), and supports individual and team learning. These findings highlight the critical role assessment plays in enhancing not just interprofessional education or interprofessional practice, but in essence advancing interprofessional education and practice--which requires an integrated examination of how health care professionals learn and perform in teams.

  3. Assessing the impact of blended learning on student performance

    OpenAIRE

    Do Won Kwak; Flavio Menezes; Carl Sherwood

    2013-01-01

    This paper assesses quantitatively the impact on student performance of a blended learning experiment within a large undergraduate first year course in statistics for business and economics students. We employ a differences- in-difference econometric approach, which controls for differences in student characteristics and course delivery method, to evaluate the impact of blended learning on student performance. Although students in the course manifest a preference for live lectures over online...

  4. Designing a database for performance assessment: Lessons learned from WIPP

    International Nuclear Information System (INIS)

    Martell, M.A.; Schenker, A.

    1997-01-01

    The Waste Isolation Pilot Plant (WIPP) Compliance Certification Application (CCA) Performance Assessment (PA) used a relational database that was originally designed only to supply the input parameters required for implementation of the PA codes. Reviewers used the database as a point of entry to audit quality assurance measures for control, traceability, and retrievability of input information used for analysis, and output/work products. During these audits it became apparent that modifications to the architecture and scope of the database would benefit the EPA regulator and other stakeholders when reviewing the recertification application. This paper contains a discussion of the WPP PA CCA database and lessons learned for designing a database

  5. Video Quality Assessment and Machine Learning: Performance and Interpretability

    DEFF Research Database (Denmark)

    Søgaard, Jacob; Forchhammer, Søren; Korhonen, Jari

    2015-01-01

    In this work we compare a simple and a complex Machine Learning (ML) method used for the purpose of Video Quality Assessment (VQA). The simple ML method chosen is the Elastic Net (EN), which is a regularized linear regression model and easier to interpret. The more complex method chosen is Support...... Vector Regression (SVR), which has gained popularity in VQA research. Additionally, we present an ML-based feature selection method. Also, it is investigated how well the methods perform when tested on videos from other datasets. Our results show that content-independent cross-validation performance...... on a single dataset can be misleading and that in the case of very limited training and test data, especially in regards to different content as is the case for many video datasets, a simple ML approach is the better choice....

  6. Assessment of various supervised learning algorithms using different performance metrics

    Science.gov (United States)

    Susheel Kumar, S. M.; Laxkar, Deepak; Adhikari, Sourav; Vijayarajan, V.

    2017-11-01

    Our work brings out comparison based on the performance of supervised machine learning algorithms on a binary classification task. The supervised machine learning algorithms which are taken into consideration in the following work are namely Support Vector Machine(SVM), Decision Tree(DT), K Nearest Neighbour (KNN), Naïve Bayes(NB) and Random Forest(RF). This paper mostly focuses on comparing the performance of above mentioned algorithms on one binary classification task by analysing the Metrics such as Accuracy, F-Measure, G-Measure, Precision, Misclassification Rate, False Positive Rate, True Positive Rate, Specificity, Prevalence.

  7. Does Formative Assessment Improve Student Learning and Performance in Soil Science?

    Science.gov (United States)

    Kopittke, Peter M.; Wehr, J. Bernhard; Menzies, Neal W.

    2012-01-01

    Soil science students are required to apply knowledge from a range of disciplines to unfamiliar scenarios to solve complex problems. To encourage deep learning (with student performance an indicator of learning), a formative assessment exercise was introduced to a second-year soil science subject. For the formative assessment exercise, students…

  8. Does learning style influence academic performance in different forms of assessment?

    Science.gov (United States)

    Wilkinson, Tracey; Boohan, Mairead; Stevenson, Michael

    2014-03-01

    Educational research on learning styles has been conducted for some time, initially within the field of psychology. Recent research has widened to include more diverse disciplines, with greater emphasis on application. Although there are numerous instruments available to measure several different dimensions of learning style, it is generally accepted that styles differ, although the qualities of more than one style may be inherent in any one learner. But do these learning styles have a direct effect on student performance in examinations, specifically in different forms of assessment? For this study, hypotheses were formulated suggesting that academic performance is influenced by learning style. Using the Honey and Mumford Learning Style Questionnaire, learning styles of a cohort of first year medical and dental students at Queen's University Belfast were assessed. Pearson correlation was performed between the score for each of the four learning styles and the student examination results in a variety of subject areas (including anatomy) and in different types of assessments - single best answer, short answer questions and Objective Structured Clinical Examinations. In most of the analyses, there was no correlation between learning style and result and in the few cases where the correlations were statistically significant, they generally appeared to be weak. It seems therefore from this study that although the learning styles of students vary, they have little effect on academic performance, including in specific forms of assessment. © 2013 Anatomical Society.

  9. Learning-oriented assessment increases performance and written skills in a second year metabolic biochemistry course.

    Science.gov (United States)

    Vanderlelie, Jessica J; Alexander, Heather G

    2016-07-08

    Assessment plays a critical role in learning and teaching and its power to enhance engagement and student outcomes is still underestimated in tertiary education. The current project considers the impact of a staged redesign of an assessment strategy that emphasized relevance of learning, formative assessment, student engagement, and feedback on student performance, failure rates and overall engagement in the course. Significant improvements in final grades (p Biochemistry and Molecular Biology, 44(4):412-420, 2016. © 2016 The International Union of Biochemistry and Molecular Biology.

  10. Weak self-directed learning skills hamper performance in cumulative assessment

    NARCIS (Netherlands)

    Tio, Rene A.; Stegmann, Mariken E.; Koerts, Janke; van Os, Titus W. D. P.; Cohen-Schotanus, Janke

    2016-01-01

    Background: Self-regulated learning is an important determinant of academic performance. Previous research has shown that cumulative assessment encourages students to work harder and improve their results. However, not all students seem to respond as intended. We investigated the influence of

  11. Assessment of learning powered mobility use--applying grounded theory to occupational performance.

    Science.gov (United States)

    Nilsson, Lisbeth; Durkin, Josephine

    2014-01-01

    Collaboration by two grounded theory researchers, who each had developed a learning continuum instrument, led to the emergence of a new tool for assessment of learning powered mobility use. We undertook a rigorous process of comparative reanalysis that included merging, modifying, and expanding our previous research findings. A new instrument together with its facilitating strategies emerged in the course of revisits to our existing rich account of data taken from real environment powered mobility practice over an extensive time period. Instrument descriptors, categories, phases, and stages allow a facilitator to assess actual phase and plot actual occupational performance and provide a learner with the just right challenge through the learning process. Facilitating strategies are described for each of the phases and provide directions for involvement during learner performance. The learning approach is led by a belief system that the intervention is user-led, working in partnership and empowering the learner. The new assessment tool is inclusive of every potential powered mobility user because it focuses on the whole continuum of the learning process of powered mobility use from novice to expert. The new tool was appraised by clinicians and has been used successfully in clinical practice in the United Kingdom and Sweden.

  12. Lessons Learned from an External Review of the Savannah River Site Saltstone Performance Assessment Program

    International Nuclear Information System (INIS)

    Cook, J.R.

    2006-01-01

    The Savannah River National Laboratory is actively working on a total revision of the Saltstone Performance Assessment. 'Lessons Learned' from the review are being applied to this effort. Examples of the areas in which significant new work is being done are development of a methodology to do probabilistic uncertainty analyses, employing quantitative analytical tools to represent long-term chemical degradation of both concrete and the Saltstone wasteform, and then using those tools to come to a better understanding of how changes in the vault and Saltstone will affect the performance of the overall disposal system over long periods of time. (authors)

  13. Applying Machine Learning and High Performance Computing to Water Quality Assessment and Prediction

    Directory of Open Access Journals (Sweden)

    Ruijian Zhang

    2017-12-01

    Full Text Available Water quality assessment and prediction is a more and more important issue. Traditional ways either take lots of time or they can only do assessments. In this research, by applying machine learning algorithm to a long period time of water attributes’ data; we can generate a decision tree so that it can predict the future day’s water quality in an easy and efficient way. The idea is to combine the traditional ways and the computer algorithms together. Using machine learning algorithms, the assessment of water quality will be far more efficient, and by generating the decision tree, the prediction will be quite accurate. The drawback of the machine learning modeling is that the execution takes quite long time, especially when we employ a better accuracy but more time-consuming algorithm in clustering. Therefore, we applied the high performance computing (HPC System to deal with this problem. Up to now, the pilot experiments have achieved very promising preliminary results. The visualized water quality assessment and prediction obtained from this project would be published in an interactive website so that the public and the environmental managers could use the information for their decision making.

  14. Learning-Oriented Assessment Increases Performance and Written Skills in a Second Year Metabolic Biochemistry Course

    Science.gov (United States)

    Vanderlelie, Jessica J.; Alexander, Heather. G.

    2016-01-01

    Assessment plays a critical role in learning and teaching and its power to enhance engagement and student outcomes is still underestimated in tertiary education. The current project considers the impact of a staged redesign of an assessment strategy that emphasized relevance of learning, formative assessment, student engagement, and feedback on…

  15. An Investigation Into The Learning Styles, English Proficiency And Assessment Performance Of Medical Students

    OpenAIRE

    Toh Peng Yeow; Mark Kiak Min TAN; Li-Cher LOH; Julia BLITZ

    2010-01-01

    Appreciation of learning styles can be of use tohelp both educators and students to enhance theeffectiveness of an educational experience. It has beennoticed that some students at this College are not verygood at expressing themselves in either written orspoken English. Our study aimed to identify thestudent’s learning styles; assess whether there isany correlation between learning style, baselinedemographic data and self rated proficiency in Englishlanguage; and assess their associations wit...

  16. Managing Learning for Performance.

    Science.gov (United States)

    Kuchinke, K. Peter

    1995-01-01

    Presents findings of organizational learning literature that could substantiate claims of learning organization proponents. Examines four learning processes and their contribution to performance-based learning management: knowledge acquisition, information distribution, information interpretation, and organizational memory. (SK)

  17. Performance assessment

    International Nuclear Information System (INIS)

    Doe, T.

    1985-01-01

    The purpose of performance assessment is to show that the repository is expected to serve its stated function - disposing of radioactive waste safely both during operation and for the postclosure period. Performance assessment is a straightforward concept, but its application may be very complicated. The concept of performance assessment has been clarified by the Nuclear Regulatory Commission (NRC) in their Draft Generic Technical Position on Licensing Assessment Methodology for High-Level Waste Geologic Repositories (NRC, 1984). This document has gone a long way toward defining the criteria that the NRC will use to determine whether or not information from site characterization is adequate to meet the regulations of the Nuclear Regulatory Commission and the Environmental Protection Agency (EPA). A favorable determination is required for issuance of a construction authorization, which is the first major regulatory requirement for developing a working repository. It is, therefore, essential that a research program be developed that not only resolves the outstanding technical issues, but also does it in such a way that the results are clearly applicable to the formal performance assessment and licensing procedures. The definitions of performance assessment are reviewed and the current NRC thinking is summarized

  18. Learning Capability and Business Performance: A Non-Financial and Financial Assessment

    Science.gov (United States)

    Ma Prieto, Isabel; Revilla, Elena

    2006-01-01

    Purpose: There has been little research that includes reliable deductions about the positive influence of learning capability on business performance. For this reason, the main objective of the present study is to empirically explore the link between learning capability in organizations and business performance evaluated in both financial and…

  19. Academic performance and perception of learning following a peer coaching teaching and assessment strategy.

    Science.gov (United States)

    Moore, Catherine; Westwater-Wood, Sarah; Kerry, Roger

    2016-03-01

    Peer coaching has been associated with positive effects on learning. Specifically, these associations have been explored in complex healthcare professions. A social theory of learning has been proposed as a key component of the utility of peer coaching. Further, within the peer coaching model, assessment has been considered as an important driver. Empirical support for these dimensions of the model is lacking. To quantify assessment achievements and explore emergent attitudes and beliefs about learning related to a specific peer coaching model with integrated assessment. A longitudinal study based in a UK Higher Education Institute recorded assessment achievements and surveyed attitudes and beliefs in consecutive Year 1 undergraduate (physiotherapy) students (n = 560) between 2002 and 2012. A 6% improvement in academic achievement was demonstrated following the introduction of a peer coaching learning model. This was increased by a further 5% following the implementation of an integrated assessment. The improvement related to an overall averaged increase of one marking band. Students valued the strategy, and themes relating to the importance of social learning emerged from survey data. Peer coaching is an evidence-based teaching and learning strategy which can facilitate learning in complex subject areas. The strategy is underpinned by social learning theory which is supported by emergent student-reported attitudes.

  20. Assessing the Performance of a Machine Learning Algorithm in Identifying Bubbles in Dust Emission

    Science.gov (United States)

    Xu, Duo; Offner, Stella S. R.

    2017-12-01

    Stellar feedback created by radiation and winds from massive stars plays a significant role in both physical and chemical evolution of molecular clouds. This energy and momentum leaves an identifiable signature (“bubbles”) that affects the dynamics and structure of the cloud. Most bubble searches are performed “by eye,” which is usually time-consuming, subjective, and difficult to calibrate. Automatic classifications based on machine learning make it possible to perform systematic, quantifiable, and repeatable searches for bubbles. We employ a previously developed machine learning algorithm, Brut, and quantitatively evaluate its performance in identifying bubbles using synthetic dust observations. We adopt magnetohydrodynamics simulations, which model stellar winds launching within turbulent molecular clouds, as an input to generate synthetic images. We use a publicly available three-dimensional dust continuum Monte Carlo radiative transfer code, HYPERION, to generate synthetic images of bubbles in three Spitzer bands (4.5, 8, and 24 μm). We designate half of our synthetic bubbles as a training set, which we use to train Brut along with citizen-science data from the Milky Way Project (MWP). We then assess Brut’s accuracy using the remaining synthetic observations. We find that Brut’s performance after retraining increases significantly, and it is able to identify yellow bubbles, which are likely associated with B-type stars. Brut continues to perform well on previously identified high-score bubbles, and over 10% of the MWP bubbles are reclassified as high-confidence bubbles, which were previously marginal or ambiguous detections in the MWP data. We also investigate the influence of the size of the training set, dust model, evolutionary stage, and background noise on bubble identification.

  1. Group in-course assessment promotes cooperative learning and increases performance.

    Science.gov (United States)

    Pratten, Margaret K; Merrick, Deborah; Burr, Steven A

    2014-01-01

    The authors describe and evaluate a method to motivate medical students to maximize the effectiveness of dissection opportunities by using In-Course-Assessments (ICAs) to encourage teamwork. A student's final mark was derived by combining the group dissection mark, group mark for questions, and their individual question mark. An analysis of the impact of the ICA was performed by comparing end of module practical summative marks in student cohorts who had, or had not, participated in the ICAs. Summative marks were compared by two-way ANOVA followed by Dunnets test, or by repeated measures ANOVA, as appropriate. A cohort of medical students was selected that had experienced both practical classes without (year one) and with the new ICA structure (year two). Comparison of summative year one and year two marks illustrated an increased improvement in year two performance in this cohort. A significant increase was also noted when comparing this cohort with five preceding year two cohorts who had not experienced the ICAs (P learning resources in an active, team-based, cooperative learning environment. © 2013 American Association of Anatomists.

  2. Academic Performance and Perception of Learning Following a Peer Coaching Teaching and Assessment Strategy

    Science.gov (United States)

    Moore, Catherine; Westwater-Wood, Sarah; Kerry, Roger

    2016-01-01

    Peer coaching has been associated with positive effects on learning. Specifically, these associations have been explored in complex healthcare professions. A social theory of learning has been proposed as a key component of the utility of peer coaching. Further, within the peer coaching model, assessment has been considered as an important driver.…

  3. Assessing Miniaturized Sensor Performance using Supervised Learning, with Application to Drug and Explosive Detection

    DEFF Research Database (Denmark)

    Alstrøm, Tommy Sonne

    of sensors, as the sensors are designed to provide robust and reliable measurements. That means, the sensors are designed to have repeated measurement clusters. Sensor fusion is presented for the sensor based on chemoselective compounds. An array of color changing compounds are handled and in unity they make......This Ph.D. thesis titled “Assessing Miniaturized Sensor Performance using Supervised Learning, with Application to Drug and Explosive Detection” is a part of the strategic research project “Miniaturized sensors for explosives detection in air” funded by the Danish Agency for Science and Technology...... emanated by explosives and drugs, similar to an electronic nose. To evaluate sensor responses a data processing and evaluation pipeline is required. The work presented herein focuses on the feature extraction, feature representation and sensor accuracy. Thus the primary aim of this thesis is twofold...

  4. Beyond the Criteria: Evidence of Teacher Learning in a Performance Assessment

    Science.gov (United States)

    Stewart, Anissa R.; Scalzo, Jennifer N.; Merino, Nicole; Nilsen, Katherine

    2015-01-01

    U.S. Secretary of Education Arne Duncan (2009) underscored the need for better assessments of the pedagogical skills of new teachers when he identified the efforts of the American Association of Colleges for Teacher Education (AACTE) and its 800 colleges and universities to improve student learning through developing a national assessment of…

  5. Video-task assessment of learning and memory in Macaques (Macaca mulatta) - Effects of stimulus movement on performance

    Science.gov (United States)

    Washburn, David A.; Hopkins, William D.; Rumbaugh, Duane M.

    1989-01-01

    Effects of stimulus movement on learning, transfer, matching, and short-term memory performance were assessed with 2 monkeys using a video-task paradigm in which the animals responded to computer-generated images by manipulating a joystick. Performance on tests of learning set, transfer index, matching to sample, and delayed matching to sample in the video-task paradigm was comparable to that obtained in previous investigations using the Wisconsin General Testing Apparatus. Additionally, learning, transfer, and matching were reliably and significantly better when the stimuli or discriminanda moved than when the stimuli were stationary. External manipulations such as stimulus movement may increase attention to the demands of a task, which in turn should increase the efficiency of learning. These findings have implications for the investigation of learning in other populations, as well as for the application of the video-task paradigm to comparative study.

  6. Applying Machine Learning and High Performance Computing to Water Quality Assessment and Prediction

    OpenAIRE

    Ruijian Zhang; Deren Li

    2017-01-01

    Water quality assessment and prediction is a more and more important issue. Traditional ways either take lots of time or they can only do assessments. In this research, by applying machine learning algorithm to a long period time of water attributes’ data; we can generate a decision tree so that it can predict the future day’s water quality in an easy and efficient way. The idea is to combine the traditional ways and the computer algorithms together. Using machine learning algorithms, the ass...

  7. Quantitative Approach to Collaborative Learning: Performance Prediction, Individual Assessment, and Group Composition

    Science.gov (United States)

    Cen, Ling; Ruta, Dymitr; Powell, Leigh; Hirsch, Benjamin; Ng, Jason

    2016-01-01

    The benefits of collaborative learning, although widely reported, lack the quantitative rigor and detailed insight into the dynamics of interactions within the group, while individual contributions and their impacts on group members and their collaborative work remain hidden behind joint group assessment. To bridge this gap we intend to address…

  8. Assessing the Effectiveness of a Learning Community Course Design to Improve the Math Performance of First-Year Students

    Science.gov (United States)

    Hansen, Michele J.; Meshulam, Susan; Parker, Brooke

    2013-01-01

    National attention is focused on the persistent high failure rates for students enrolled in math courses, and the search for strategies to change these outcomes is on. This study used a mixed-method research design to assess the effectiveness of a learning community course designed to improve the math performance levels of firstyear students.…

  9. Development of performance assessment instrument based contextual learning for measuring students laboratory skills

    Science.gov (United States)

    Susilaningsih, E.; Khotimah, K.; Nurhayati, S.

    2018-04-01

    The assessment of laboratory skill in general hasn’t specific guideline in assessment, while the individual assessment of students during a performance and skill in performing laboratory is still not been observed and measured properly. Alternative assessment that can be used to measure student laboratory skill is use performance assessment. The purpose of this study was to determine whether the performance assessment instrument that the result of research can be used to assess basic skills student laboratory. This research was conducted by the Research and Development. The result of the data analysis performance assessment instruments developed feasible to implement and validation result 62.5 with very good categories for observation sheets laboratory skills and all of the components with the very good category. The procedure is the preliminary stages of research and development stages. Preliminary stages are divided in two, namely the field studies and literature studies. The development stages are divided into several parts, namely 1) development of the type instrument, 2) validation by an expert, 3) a limited scale trial, 4) large-scale trials and 5) implementation of the product. The instrument included in the category of effective because 26 from 29 students have very high laboratory skill and high laboratory skill. The research of performance assessment instrument is standard and can be used to assess basic skill student laboratory.

  10. The Learning Loss Scale as an Assessment Tool: An Empirical Examination of Convergent Validity with Performative Measures

    Science.gov (United States)

    Hooker, John; Denker, Katherine

    2014-01-01

    Higher education has placed an increasingly greater value on assessment. The Learning Loss Scale may be an appropriate tool to assess learning across disciplines. In this paper, we review the culture of assessment, conceptualizations of cognitive learning, the Learning Loss Scale, and a theoretical explanation, and then we test this measure to…

  11. Assessment of performance measures and learning curves for use of a virtual-reality ultrasound simulator in transvaginal ultrasound examination

    DEFF Research Database (Denmark)

    Madsen, M E; Konge, L; Nørgaard, L N

    2014-01-01

    OBJECTIVE: To assess the validity and reliability of performance measures, develop credible performance standards and explore learning curves for a virtual-reality simulator designed for transvaginal gynecological ultrasound examination. METHODS: A group of 16 ultrasound novices, along with a group......-6), corresponding to an average of 219 min (range, 150-251 min) of training. The test/retest reliability was high, with an intraclass correlation coefficient of 0.93. CONCLUSIONS: Competence in the performance of gynecological ultrasound examination can be assessed in a valid and reliable way using virtual-reality...

  12. Effects of team-based learning on perceived teamwork and academic performance in a health assessment subject.

    Science.gov (United States)

    Park, Hyung-Ran; Kim, Chun-Ja; Park, Jee-Won; Park, Eunyoung

    2015-01-01

    The purpose of this study was to examine the effectiveness of team-based learning (a well-recognized learning and teaching strategy), applied in a health assessment subject, on nursing students' perceived teamwork (team-efficacy and team skills) and academic performance (individual and team readiness assurance tests, and examination scores). A prospective, one-group, pre- and post-test design enrolled a convenience sample of 74 second-year nursing students at a university in Suwon, Korea. Team-based learning was applied in a 2-credit health assessment subject over a 16-week semester. All students received written material one week before each class for readiness preparation. After administering individual- and team-readiness assurance tests consecutively, the subject instructor gave immediate feedback and delivered a mini-lecture to the students. Finally, students carried out skill based application exercises. The findings showed significant improvements in the mean scores of students' perceived teamwork after the introduction of team-based learning. In addition, team-efficacy was associated with team-adaptability skills and team-interpersonal skills. Regarding academic performance, team readiness assurance tests were significantly higher than individual readiness assurance tests over time. Individual readiness assurance tests were significantly related with examination scores, while team readiness assurance tests were correlated with team-efficacy and team-interpersonal skills. The application of team-based learning in a health assessment subject can enhance students' perceived teamwork and academic performance. This finding suggests that team-based learning may be an effective learning and teaching strategy for improving team-work of nursing students, who need to collaborate and effectively communicate with health care providers to improve patients' health.

  13. ASSESSMENT OF PERFORMANCES OF VARIOUS MACHINE LEARNING ALGORITHMS DURING AUTOMATED EVALUATION OF DESCRIPTIVE ANSWERS

    Directory of Open Access Journals (Sweden)

    C. Sunil Kumar

    2014-07-01

    Full Text Available Automation of descriptive answers evaluation is the need of the hour because of the huge increase in the number of students enrolling each year in educational institutions and the limited staff available to spare their time for evaluations. In this paper, we use a machine learning workbench called LightSIDE to accomplish auto evaluation and scoring of descriptive answers. We attempted to identify the best supervised machine learning algorithm given a limited training set sample size scenario. We evaluated performances of Bayes, SVM, Logistic Regression, Random forests, Decision stump and Decision trees algorithms. We confirmed SVM as best performing algorithm based on quantitative measurements across accuracy, kappa, training speed and prediction accuracy with supplied test set.

  14. Improving Learning through Performance Assessment in a Social Studies Methods Course for Preservice Elementary Teachers

    Science.gov (United States)

    Leaman, Heather; Kistler, Sara Lamb

    2009-01-01

    This article describes how two instructors used assessment data to improve an undergraduate course, Teaching Social Studies in the Elementary Classroom. This entailed revising the core assignment for the course--the creation of a thematic unit of instruction--and developing a scoring guide to assess teacher candidates' performance. Data collected…

  15. The Relationship between the Learning Organization Concept and Firms' Financial Performance: An Empirical Assessment. [and] Invited Reaction: Linking Learning with Financial Performance.

    Science.gov (United States)

    Ellinger, Andrea D.; Ellinger, Alexander E.; Yang, Baiyin; Howton, Shelly W.

    2002-01-01

    Reports on a study of 208 manufacturing managers that found a positive correlation between the seven dimensions of learning organizations and four measures of business financial performance. "Invited Reaction" by Timothy T. Baldwin and Camden C. Danielson critiques the use of key respondent perceptions and bottom-line performance.…

  16. Assessing Scientific Practices Using Machine-Learning Methods: How Closely Do They Match Clinical Interview Performance?

    Science.gov (United States)

    Beggrow, Elizabeth P.; Ha, Minsu; Nehm, Ross H.; Pearl, Dennis; Boone, William J.

    2014-02-01

    The landscape of science education is being transformed by the new Framework for Science Education (National Research Council, A framework for K-12 science education: practices, crosscutting concepts, and core ideas. The National Academies Press, Washington, DC, 2012), which emphasizes the centrality of scientific practices—such as explanation, argumentation, and communication—in science teaching, learning, and assessment. A major challenge facing the field of science education is developing assessment tools that are capable of validly and efficiently evaluating these practices. Our study examined the efficacy of a free, open-source machine-learning tool for evaluating the quality of students' written explanations of the causes of evolutionary change relative to three other approaches: (1) human-scored written explanations, (2) a multiple-choice test, and (3) clinical oral interviews. A large sample of undergraduates (n = 104) exposed to varying amounts of evolution content completed all three assessments: a clinical oral interview, a written open-response assessment, and a multiple-choice test. Rasch analysis was used to compute linear person measures and linear item measures on a single logit scale. We found that the multiple-choice test displayed poor person and item fit (mean square outfit >1.3), while both oral interview measures and computer-generated written response measures exhibited acceptable fit (average mean square outfit for interview: person 0.97, item 0.97; computer: person 1.03, item 1.06). Multiple-choice test measures were more weakly associated with interview measures (r = 0.35) than the computer-scored explanation measures (r = 0.63). Overall, Rasch analysis indicated that computer-scored written explanation measures (1) have the strongest correspondence to oral interview measures; (2) are capable of capturing students' normative scientific and naive ideas as accurately as human-scored explanations, and (3) more validly detect understanding

  17. An Educational System for Learning Search Algorithms and Automatically Assessing Student Performance

    Science.gov (United States)

    Grivokostopoulou, Foteini; Perikos, Isidoros; Hatzilygeroudis, Ioannis

    2017-01-01

    In this paper, first we present an educational system that assists students in learning and tutors in teaching search algorithms, an artificial intelligence topic. Learning is achieved through a wide range of learning activities. Algorithm visualizations demonstrate the operational functionality of algorithms according to the principles of active…

  18. Design and performance assessment of radioactive waste forms: what can we learn from natural analogues

    International Nuclear Information System (INIS)

    Petit, J.C.

    1991-01-01

    In this review, we specify the role of natural analogues for the development of solid radioactive waste-forms. Numerous works have been carried out on the major matrices proposed or actually in use for both high-level (glasses, spent fuel, ceramics) and low- or intermediate-level wastes (cement-based materials, bitumens, resins) as well as for metallic containers. We show that some natural, historical or archaeological materials can be considered as good analogues. We suggest that their use has been quite limited in the past for the design of matrices but that both qualitative and quantitative information of great interest (and in some cases unique) have been already inferred for assessing their long-term performance. 14 figs., 1 tab., 72 refs

  19. Assessing learning at the workplace

    NARCIS (Netherlands)

    Evers, Arnoud

    2018-01-01

    • Defining learning at the workplace • Assessing learning at the workplace • Facilitating learning at the workplace: - Structure - Culture - Leadership - Personal factors • Conclusions • Discussion

  20. Major results and lessons learned for performance assessments of spent fuel geological disposal: the SPA project

    International Nuclear Information System (INIS)

    Baudoin, P.; Serres, C.; Certes, C.; Gay, D.

    2001-01-01

    This paper presents a summary of the results obtained in the framework of the SPA (spent fuel disposal performance assessment) project. The project was undertaken by ENRESA, E; GRS, D; IPSN, F; NRG, NL; SCK.CEN, B and VTT, FIN between May 1996 and April 1999. Devoted to the study of spent fuel disposal in various host rock formations (clay, crystalline rocks and salt formation), it notably had the objective to evaluate the long-term performance of different repository systems and to identify the most influential elements. The variety of concepts, sites and scenarios considered in the framework of this project provides a wide range of information from which some general conclusions can be drawn. Focusing on the work done in the case of granite host rock formations, this paper describes the various approaches adopted and states the main sources of differences. It particularly stresses the differences related to the geosphere and biosphere modelling. For the geosphere modelling, ENRESA, GRS and VTT use one dimensional discrete approaches to model the migration of contaminants through the geosphere taking into account for matrix diffusion, whereas IPSN uses a three dimensional continuum approach based on a single porosity model. The comparison of the biosphere conversion factors shows the high influence on the calculated radionuclide dose contributions that can results from biosphere modelling assumptions. It notably points out the differences existing between a simplified ''water drinking'' approach as implemented by VTT and a more classical one in which a wider range of exposure pathways are taken into account. (orig.)

  1. Performance Assessment Tools for Distance Learning and Simulation: Knowledge, Models and Tools to Improve the Effectiveness of Naval Distance Learning

    National Research Council Canada - National Science Library

    Baker, Eva L; Munro, Allen; Pizzini, Quentin A; Brill, David G; Michiuye, Joanne K

    2006-01-01

    ... by (a) extending CRESST's knowledge mapping tool's authoring and scoring functionality and (b) providing the capability to embed a knowledge mapping assessment in simulation-based training developed by BTL...

  2. Performance of a Deep-Learning Neural Network Model in Assessing Skeletal Maturity on Pediatric Hand Radiographs.

    Science.gov (United States)

    Larson, David B; Chen, Matthew C; Lungren, Matthew P; Halabi, Safwan S; Stence, Nicholas V; Langlotz, Curtis P

    2018-04-01

    Purpose To compare the performance of a deep-learning bone age assessment model based on hand radiographs with that of expert radiologists and that of existing automated models. Materials and Methods The institutional review board approved the study. A total of 14 036 clinical hand radiographs and corresponding reports were obtained from two children's hospitals to train and validate the model. For the first test set, composed of 200 examinations, the mean of bone age estimates from the clinical report and three additional human reviewers was used as the reference standard. Overall model performance was assessed by comparing the root mean square (RMS) and mean absolute difference (MAD) between the model estimates and the reference standard bone ages. Ninety-five percent limits of agreement were calculated in a pairwise fashion for all reviewers and the model. The RMS of a second test set composed of 913 examinations from the publicly available Digital Hand Atlas was compared with published reports of an existing automated model. Results The mean difference between bone age estimates of the model and of the reviewers was 0 years, with a mean RMS and MAD of 0.63 and 0.50 years, respectively. The estimates of the model, the clinical report, and the three reviewers were within the 95% limits of agreement. RMS for the Digital Hand Atlas data set was 0.73 years, compared with 0.61 years of a previously reported model. Conclusion A deep-learning convolutional neural network model can estimate skeletal maturity with accuracy similar to that of an expert radiologist and to that of existing automated models. © RSNA, 2017 An earlier incorrect version of this article appeared online. This article was corrected on January 19, 2018.

  3. Link Data to Learning Goals: Common District Assessments Connect Teaching Effectiveness to Student Performance

    Science.gov (United States)

    Psencik, Kay; Baldwin, Rhonda

    2012-01-01

    In 2010, district leaders of Douglas County Public Schools, Douglasville, Georgia, launched an ambitious initiative to ensure that teachers set goals that focus on increasing their effectiveness and show student growth. To achieve this goal, the district leadership team focused on common district assessments to establish common learning…

  4. Nonprofit financial assessment and research service learning: Evaluating the performance of an animal welfare nonprofit organization

    Directory of Open Access Journals (Sweden)

    Karen A. Maguire

    2016-12-01

    Full Text Available The objective of this project is to evaluate the current financial and compliance status of an animal welfare nonprofit organization (NPO by: analysis of trends over time using information reported on tax filings (Form 990; vertical and horizontal analyses of financial statements; analysis of trends over time using information from financial statements; reconciliation of financial statements to Form 990; ratio analysis of Form 990 Information; and comparison of reported information to local analogs and national standards. This project is conducted in collaboration with The Chapin Foundation. This research serves as a research service learning project with the participation of Master of Accountancy graduate students at Coastal Carolina University. Once the results are presented, recommendations are given for improving operational efficiency and achieving best practices. These recommendations are presented in the form of both short-term items to be addressed immediately—defined in this study as within 60 days—and long-term items to be undertaken in the future. Resources for applicable standards and requirements are also provided.

  5. Effects of Peer-Assessed Feedback, Goal Setting and a Group Contingency on Performance and Learning by 10-12-Year-Old Academy Soccer Players

    Science.gov (United States)

    Holt, Josh E.; Kinchin, Gary; Clarke, Gill

    2012-01-01

    Background: Coaches developing young talent in team sports must maximise practice and learning of essential game skills and accurately and continuously assess the performance and potential of each player. Relative age effects highlight an erroneous process of initial and on-going player assessment, based largely on subjective opinions of game…

  6. Assessing the Effectiveness of a Hybrid-Flipped Model of Learning on Fluid Mechanics Instruction: Overall Course Performance, Homework, and Far- and Near-Transfer of Learning

    Science.gov (United States)

    Harrison, David J.; Saito, Laurel; Markee, Nancy; Herzog, Serge

    2017-01-01

    To examine the impact of a hybrid-flipped model utilising active learning techniques, the researchers inverted one section of an undergraduate fluid mechanics course, reduced seat time, and engaged in active learning sessions in the classroom. We compared this model to the traditional section on four performance measures. We employed a propensity…

  7. Impact assessment on the performance of e-learning in corporate training programs in the context of globalization

    Directory of Open Access Journals (Sweden)

    Gavril Roxana Maria

    2017-07-01

    Full Text Available The goal of this paper is to identify the main criteria based on which e-Learning is used in organizational development with positive impact on business performance. Globalization has led to a multitude of changing markets, including learning and education. While quality production systems are implemented based on imposed standards, the business knowledge of employees varies in each country, mirroring the education system provided locally. The results are individually different knowledge gaps which challenged the learning industry to develop new strategies embedded in e-learning solutions. Major contribution to theory and practice on combining vision and spoken learning is brought by the work of psychologists and professors of education (Allen, 2012; Mayer, 2009; Hattie, 2009. Their innovations offered solutions for easy access to knowledge and implementation methods, as well as the documentation of the inclusion of videos in e-learning modules (Halls, 2012, offering teachers and trainers the possibility to create a live experience to trainees engaged in e-learning programs. This paper is based on data collected internationally and our empirical research undertaken in Romania, which is Europe’s main cluster for various production industries and world’s second for IT. Based on a questionnaire, we interviewed 18 multinational companies which perform parts of their business activities in Romania. Research results show that with the implementation of an effective e-learning strategy a 40-60% cost reduction, a complete measurability of the learning process and a standardized input and outcome of trainings has been achieved. This paper aims to highlight the impact of e-learning applied for business trainings within global developing companies. This study may be applicable to state education and thus could help to reduce the gap between local education and global expectations.

  8. Assessing the Effects of Different Multimedia Materials on Emotions and Learning Performance for Visual and Verbal Style Learners

    Science.gov (United States)

    Chen, Chih-Ming; Sun, Ying-Chun

    2012-01-01

    Multimedia materials are now increasingly used in curricula. However, individual preferences for multimedia materials based on visual and verbal cognitive styles may affect learners' emotions and performance. Therefore, in-depth studies that investigate how different multimedia materials affect learning performance and the emotions of learners…

  9. Impact assessment on the performance of e-learning in corporate training programs in the context of globalization

    OpenAIRE

    Gavril Roxana Maria; Kiehne Jan; Hell Christian Richard; Kirschner Carsten

    2017-01-01

    The goal of this paper is to identify the main criteria based on which e-Learning is used in organizational development with positive impact on business performance. Globalization has led to a multitude of changing markets, including learning and education. While quality production systems are implemented based on imposed standards, the business knowledge of employees varies in each country, mirroring the education system provided locally. The results are individually different knowledge gaps...

  10. A methodology of uncertainty/sensitivity analysis for PA of HLW repository learned from 1996 WIPP performance assessment

    International Nuclear Information System (INIS)

    Lee, Y. M.; Kim, S. K.; Hwang, Y. S.; Kang, C. H.

    2002-01-01

    The WIPP (Waste Isolation Pilot Plant) is a mined repository constructed by the US DOE for the permanent disposal of transuranic (TRU) wastes generated by activities related to defence of the US since 1970. Its historical disposal operation began in March 1999 following receipt of a final permit from the State of NM after a positive certification decision for the WIPP was issued by the EPA in 1998, as the first licensed facility in the US for the deep geologic disposal of radioactive wastes. The CCA (Compliance Certification Application) for the WIPP that the DOE submitted to the EPA in 1966 was supported by an extensive Performance Assessment (PA) carried out by Sandia National Laboratories (SNL), with so-called 1996 PA. Even though such PA methodologies could be greatly different from the way we consider for HLW disposal in Korea largely due to quite different geologic formations in which repository are likely to be located, a review on lots of works done through the WIPP PA studies could be the most important lessons that we can learn from in view of current situation in Korea where an initial phase of conceptual studies on HLW disposal has been just started. The objective of this work is an overview of the methodology used in the recent WIPP PA to support the US DOE WIPP CCA ans a proposal for Korean case

  11. Simply Performance Assessment

    Science.gov (United States)

    McLaughlin, Cheryl A.; McLaughlin, Felecia C.; Pringle, Rose M.

    2013-01-01

    This article presents the experiences of Miss Felecia McLaughlin, a fourth-grade teacher from the island of Jamaica who used the model proposed by Bass et al. (2009) to assess conceptual understanding of four of the six types of simple machines while encouraging collaboration through the creation of learning teams. Students had an opportunity to…

  12. Learning by doing – creating competences in engineering students on how and when to perform and use life cycle assessments

    DEFF Research Database (Denmark)

    Hauschild, Michael Zwicky

    2003-01-01

    The course Life cycle assessment of products and systems has been given for eight consecutive years at the Technical University of Denmark. From the beginning, the course has been a targeted on life cycle assessment with a strong emphasis on the performance and use of life cycle assessment...... as decision support to industry and authorities. While different applications of life cycle assessments are introduced in lectures during the course, the main focus is on how to do an LCA....

  13. Process of performance assessment

    International Nuclear Information System (INIS)

    King, C.M.; Halford, D.K.

    1987-01-01

    Performance assessment is the process used to evaluate the environmental consequences of disposal of radioactive waste in the biosphere. An introductory review of the subject is presented. Emphasis is placed on the process of performance assessment from the standpoint of defining the process. Performance assessment, from evolving experience at DOE sites, has short-term and long-term subprograms, the components of which are discussed. The role of mathematical modeling in performance assessment is addressed including the pros and cons of current approaches. Finally, the system/site/technology issues as the focal point of this symposium are reviewed

  14. NRC performance assessment program

    International Nuclear Information System (INIS)

    Coplan, S.M.

    1986-01-01

    The U.S. Nuclear Regulatory Commission's (NRC) performance assessment program includes the development of guidance to the U.S. Department of Energy (DOE) on preparation of a license application and on conducting the studies to support a license application. The nature of the licensing requirements of 10 CFR Part 60 create a need for performance assessments by the DOE. The NRC and DOE staffs each have specific roles in assuring the adequacy of those assessments. Performance allocation is an approach for determining what testing and analysis will be needed during site characterization to assure that an adequate data base is available to support the necessary performance assessments. From the standpoint of establishing is implementable methodology, the most challenging performance assessment needed for licensing is the one that will be used to determine compliance with the U.S. Environmental Protection Agency's (EPA) containment requirement

  15. Assessing the effectiveness of a hybrid-flipped model of learning on fluid mechanics instruction: overall course performance, homework, and far- and near-transfer of learning

    Science.gov (United States)

    Harrison, David J.; Saito, Laurel; Markee, Nancy; Herzog, Serge

    2017-11-01

    To examine the impact of a hybrid-flipped model utilising active learning techniques, the researchers inverted one section of an undergraduate fluid mechanics course, reduced seat time, and engaged in active learning sessions in the classroom. We compared this model to the traditional section on four performance measures. We employed a propensity score method entailing a two-stage regression analysis that considered eight covariates to address the potential bias of treatment selection. First, we estimated the probability score based on the eight covariates, and second, we used the inverse of the probability score as a regression weight on the performance of learners who did not select into the hybrid course. Results suggest that enrolment in the hybrid-flipped section had a marginally significant negative impact on the total course score and a significant negative impact on homework performance, possibly because of poor video usage by the hybrid-flipped learners. Suggested considerations are also discussed.

  16. Assessing Technical Performance and Determining the Learning Curve in Cleft Palate Surgery Using a High-Fidelity Cleft Palate Simulator.

    Science.gov (United States)

    Podolsky, Dale J; Fisher, David M; Wong Riff, Karen W; Szasz, Peter; Looi, Thomas; Drake, James M; Forrest, Christopher R

    2018-06-01

    This study assessed technical performance in cleft palate repair using a newly developed assessment tool and high-fidelity cleft palate simulator through a longitudinal simulation training exercise. Three residents performed five and one resident performed nine consecutive endoscopically recorded cleft palate repairs using a cleft palate simulator. Two fellows in pediatric plastic surgery and two expert cleft surgeons also performed recorded simulated repairs. The Cleft Palate Objective Structured Assessment of Technical Skill (CLOSATS) and end-product scales were developed to assess performance. Two blinded cleft surgeons assessed the recordings and the final repairs using the CLOSATS, end-product scale, and a previously developed global rating scale. The average procedure-specific (CLOSATS), global rating, and end-product scores increased logarithmically after each successive simulation session for the residents. Reliability of the CLOSATS (average item intraclass correlation coefficient (ICC), 0.85 ± 0.093) and global ratings (average item ICC, 0.91 ± 0.02) among the raters was high. Reliability of the end-product assessments was lower (average item ICC, 0.66 ± 0.15). Standard setting linear regression using an overall cutoff score of 7 of 10 corresponded to a pass score for the CLOSATS and the global score of 44 (maximum, 60) and 23 (maximum, 30), respectively. Using logarithmic best-fit curves, 6.3 simulation sessions are required to reach the minimum standard. A high-fidelity cleft palate simulator has been developed that improves technical performance in cleft palate repair. The simulator and technical assessment scores can be used to determine performance before operating on patients.

  17. Performative Tools and Collaborative Learning

    DEFF Research Database (Denmark)

    Minder, Bettina; Lassen, Astrid Heidemann

    of performative tools used in transdisciplinary events for collaborative learning. The results of this single case study add to extant knowledge- and learning literature by providing the reader with a rich description of characteristics and learning functions of performative tools in transdisciplinary events......The use of performative tools can support collaborative learning across knowledge domains (i.e. science and practice), because they create new spaces for dialog. However, so far innovation literature provides little answers to the important discussion of how to describe the effects and requirements...... and a description of how they interrelate with the specific setting of such an event. Furthermore, they complement previous findings by relating performative tools to collaborative learning for knowledge intensive ideas....

  18. Learning Styles and Student Performance in Introductory Economics

    Science.gov (United States)

    Brunton, Bruce

    2015-01-01

    Data from nine introductory microeconomics classes was used to test the effect of student learning style on academic performance. The Kolb Learning Style Inventory was used to assess individual student learning styles. The results indicate that student learning style has no significant effect on performance, undermining the claims of those who…

  19. Using Learning Analytics to Assess Student Learning in Online Courses

    Science.gov (United States)

    Martin, Florence; Ndoye, Abdou

    2016-01-01

    Learning analytics can be used to enhance student engagement and performance in online courses. Using learning analytics, instructors can collect and analyze data about students and improve the design and delivery of instruction to make it more meaningful for them. In this paper, the authors review different categories of online assessments and…

  20. Assessing Assessment: In Pursuit of Meaningful Learning

    Science.gov (United States)

    Rootman-le Grange, Ilse; Blackie, Margaret A. L.

    2018-01-01

    The challenge of supporting the development of meaningful learning is prevalent in chemistry education research. One of the core activities used in the learning process is assessments. The aim of this paper is to illustrate how the semantics dimension of Legitimation Code Theory can be a helpful tool to critique the quality of assessments and…

  1. Performance Assessment Institute-NV

    Energy Technology Data Exchange (ETDEWEB)

    Lombardo, Joesph [Univ. of Nevada, Las Vegas, NV (United States)

    2012-12-31

    The National Supercomputing Center for Energy and the Environment’s intention is to purchase a multi-purpose computer cluster in support of the Performance Assessment Institute (PA Institute). The PA Institute will serve as a research consortium located in Las Vegas Nevada with membership that includes: national laboratories, universities, industry partners, and domestic and international governments. This center will provide a one-of-a-kind centralized facility for the accumulation of information for use by Institutions of Higher Learning, the U.S. Government, and Regulatory Agencies and approved users. This initiative will enhance and extend High Performance Computing (HPC) resources in Nevada to support critical national and international needs in "scientific confirmation". The PA Institute will be promoted as the leading Modeling, Learning and Research Center worldwide. The program proposes to utilize the existing supercomputing capabilities and alliances of the University of Nevada Las Vegas as a base, and to extend these resource and capabilities through a collaborative relationship with its membership. The PA Institute will provide an academic setting for interactive sharing, learning, mentoring and monitoring of multi-disciplinary performance assessment and performance confirmation information. The role of the PA Institute is to facilitate research, knowledge-increase, and knowledge-sharing among users.

  2. Learning Performance Enhancement Using Computer-Assisted Language Learning by Collaborative Learning Groups

    Directory of Open Access Journals (Sweden)

    Ya-huei Wang

    2017-08-01

    Full Text Available This study attempted to test whether the use of computer-assisted language learning (CALL and innovative collaborative learning could be more effective than the use of traditional collaborative learning in improving students’ English proficiencies. A true experimental design was used in the study. Four randomly-assigned groups participated in the study: a traditional collaborative learning group (TCLG, 34 students, an innovative collaborative learning group (ICLG, 31 students, a CALL traditional collaborative learning group (CALLTCLG, 32 students, and a CALL innovative collaborative learning group (CALLICLG, 31 students. TOEIC (Test of English for International Communication listening, reading, speaking, and writing pre-test and post-test assessments were given to all students at an interval of sixteen weeks. Multivariate analysis of covariance (MANCOVA, multivariate analysis of variance (MANOVA, and analysis of variance (ANOVA were used to analyze the data. The results revealed that students who used CALL had significantly better learning performance than those who did not. Students in innovative collaborative learning had significantly better learning performances than those in traditional collaborative learning. Additionally, students using CALL innovative collaborative learning had better learning performances than those in CALL collaborative learning, those in innovative collaborative learning, and those in traditional collaborative learning.

  3. Technology enhanced peer learning and peer assessment

    DEFF Research Database (Denmark)

    Henriksen, Christian Bugge; Bregnhøj, Henrik; Rosthøj, Susanne

    2016-01-01

    This paper explores the application of learning designs featuring formalised and structured technology enhanced peer learning. These include student produced learning elements, peer review discussions and peer assessment in the BSc/MSc level summer course Restoration of European Ecosystems...... and Freshwaters (REEF), the Master thesis preparation seminars for the Master of Public Health (MPH) and the MOOC course Global Environmental Management (GEM). The application of student produced learning elements and peer review discussions is investigated by analyzing quotes from course evaluations...... and performing focus group interviews. The application of peer assessment is investigated by analyzing the agreement of peer assessment between students assessing the same assignment. Our analyses confirm previous research on the value of peer learning and peer assessment and we argue that there could also...

  4. Effects of Situated Mobile Learning Approach on Learning Motivation and Performance of EFL Students

    Science.gov (United States)

    Huang, Chester S. J.; Yang, Stephen J. H.; Chiang, Tosti H. C.; Su, Addison Y. S.

    2016-01-01

    This study developed a 5-step vocabulary learning (FSVL) strategy and a mobile learning tool in a situational English vocabulary learning environment and assessed their effects on the learning motivation and performance of English as a foreign language (EFL) students in a situational English vocabulary learning environment. Overall, 80 EFL…

  5. Assessing Scientific Performance.

    Science.gov (United States)

    Weiner, John M.; And Others

    1984-01-01

    A method for assessing scientific performance based on relationships displayed numerically in published documents is proposed and illustrated using published documents in pediatric oncology for the period 1979-1982. Contributions of a major clinical investigations group, the Childrens Cancer Study Group, are analyzed. Twenty-nine references are…

  6. Performance assessment calculational exercises

    International Nuclear Information System (INIS)

    Barnard, R.W.; Dockery, H.A.

    1990-01-01

    The Performance Assessment Calculational Exercises (PACE) are an ongoing effort coordinated by Yucca Mountain Project Office. The objectives of fiscal year 1990 work, termed PACE-90, as outlined in the Department of Energy Performance Assessment (PA) Implementation Plan were to develop PA capabilities among Yucca Mountain Project (YMP) participants by calculating performance of a Yucca Mountain (YM) repository under ''expected'' and also ''disturbed'' conditions, to identify critical elements and processes necessary to assess the performance of YM, and to perform sensitivity studies on key parameters. It was expected that the PACE problems would aid in development of conceptual models and eventual evaluation of site data. The PACE-90 participants calculated transport of a selected set of radionuclides through a portion of Yucca Mountain for a period of 100,000 years. Results include analyses of fluid-flow profiles, development of a source term for radionuclide release, and simulations of contaminant transport in the fluid-flow field. Later work included development of a problem definition for perturbations to the originally modeled conditions and for some parametric sensitivity studies. 3 refs

  7. Context for performance assessment

    International Nuclear Information System (INIS)

    Kocher, D.C.

    1997-01-01

    In developing its recommendations on performance assessment for disposal of low-level radioactive waste, Scientific committee 87-3 of the National Council on Radiation Protection and Measurements (NCRP) has considered a number of topics that provide a context for the development of suitable approaches to performance assessment. This paper summarizes the Committee' discussions on these topics, including (1) the definition of low-level waste and its sources and properties, as they affect the variety of wastes that must be considered, (2) fundamental objectives and principles of radioactive waste disposal and their application to low-level waste, (3) current performance objectives for low-level waste disposal in the US, with particular emphasis on such unresolved issues of importance to performance assessment as the time frame for compliance, requirements for protection of groundwater and surface water, inclusion of doses from radon, demonstrating compliance with fixed performance objectives using highly uncertain model projections, and application of the principle that releases to the environment should be maintained as low as reasonably achievable (ALARA), (4) the role of active and passive institutional controls over disposal sites, (5) the role of the inadvertent human intruder in low-level waste disposal, (6) model validation and confidence in model outcomes, and (7) the concept of reasonable assurance of compliance

  8. Texas' performance assessment work

    International Nuclear Information System (INIS)

    Charbeneau, R.J.; Hertel, N.E.; Pollard, C.G.

    1990-01-01

    The Texas Low-Level Radioactive Waste Disposal Authority is completing two years of detailed on-site suitability studies of a potential low-level radioactive waste disposal site in Hudspeth County, Texas. The data from these studies have been used to estimate site specific parameters needed to do a performance assessment of the site. The radiological impacts of the site have been analyzed as required for a license application. The approach adopted for the performance assessment was to use simplified and yet conservative assumptions with regard to releases, radionuclide transport, and dose calculations. The methodologies employed in the performance assessment are reviewed in the paper. Rather than rely on a single computer code, a modular approach to the performance assessment was selected. The HELP code was used to calculate the infiltration rate through the trench covers and the amount of leachate released from this arid site. Individual pathway analyses used spreadsheet calculations. These calculations were compared with those from other computer models including CRRIS, INGDOS, PATHRAE, and MICROSHIELD copyright, and found to yield conservative estimates of the effective whole body dose. The greatest difficulty in performing the radiological assessment of the site was the selection of reasonable source terms for release into the environment. A surface water pathway is unreasonable for the site. Though also unlikely, the groundwater pathway with exposure through a site boundary well was found to yield the largest calculated dose. The more likely pathway including transport of leachate from the facility through the unsaturated zone and returning to the ground surface yields small doses. All calculated doses associated with normal releases of radioactivity are below the regulatory limits

  9. Academic Performance in Introductory Accounting: Do Learning Styles Matter?

    Science.gov (United States)

    Tan, Lin Mei; Laswad, Fawzi

    2015-01-01

    This study examines the impact of learning styles on academic performance using major assessment methods (examinations and assignments including multiple-choice and constructed response questions (CRQs)) in an introductory accounting course. Students' learning styles were assessed using Kolb's Learning Style Inventory Version 3.1. The results…

  10. Energy performance assessment methodology

    Energy Technology Data Exchange (ETDEWEB)

    Platzer, W.J. [Fraunhofer Inst. for Solar Energy Systems, Freiburg (Germany)

    2006-01-15

    The energy performance of buildings are intimately connected to the energy performance of building envelopes. The better we understand the relation between the quality of the envelope and the energy consumption of the building, the better we can improve both. We have to consider not only heating but all service energies related to the human comfort in the building, such as cooling, ventilation, lighting as well. The complexity coming from this embracing approach is not to be underestimated. It is less and less possible to realted simple characteristic performance indicators of building envelopes (such as the U-value) to the overall energy performance. On the one hand much more paramters (e.g. light transmittance) come into the picture we have to assess the product quality in a multidimensional world. Secondly buildings more and more have to work on a narrow optimum: For an old, badly insulated building all solar gains are useful for a high-performance building with very good insulation and heat recovery systems in the ventilation overheating becomes more likely. Thus we have to control the solar gains, and sometimes we need high gains, sometimes low ones. And thirdly we see that the technology within the building and the user patterns and interactions as well influence the performance of a building envelope. The aim of this project within IEA Task27 was to improve our knowledge on the complex situation and also to give a principal approach how to assess the performance of the building envelope. The participants have contributed to this aim not pretending that we have reached the end. (au)

  11. From performance measurement to learning

    DEFF Research Database (Denmark)

    Lewis, Jenny; Triantafillou, Peter

    2012-01-01

    Over the last few decades accountability has accommodated an increasing number of different political, legal and administrative goals. This article focuses on the administrative aspect of accountability and explores the potential perils of a shift from performance measurement to learning. While...... overload. We conclude with some comments on limiting the undesirable consequences of such a move. Points for practitioners Public administrators need to identify and weigh the (human, political and economic) benefits and costs of accountability regimes. While output-focused performance measurement regimes...... to comply with accountability requirements, because of the first point. Third, the costs of compliance are likely to increase because learning requires more participation and dialogue. Fourth, accountability as learning may generate a ‘change for the sake of change’ mentality, creating further government...

  12. Assessing Higher Education Learning Outcomes in Brazil

    Science.gov (United States)

    Pedrosa, Renato H. L.; Amaral, Eliana; Knobel, Marcelo

    2013-01-01

    Brazil has developed an encompassing system for quality assessment of higher education, the National System of Higher Education Evaluation (SINAES), which includes a test for assessing learning outcomes at the undergraduate level, the National Exam of Student Performance (ENADE). The present system has been running since 2004, and also serves as…

  13. Physical injury assessment of male versus female chiropractic students when learning and performing various adjustive techniques: a preliminary investigative study

    Directory of Open Access Journals (Sweden)

    Huber Laura L

    2006-08-01

    Full Text Available Abstract Background Reports of musculoskeletal injuries that some chiropractic students experienced while in the role of adjustor became increasingly evident and developed into the basis of this study. The main objective of this study was to survey a select student population and identify, by gender, the specific types of musculoskeletal injuries they experienced when learning adjustive techniques in the classroom, and performing them in the clinical setting. Methods A survey was developed to record musculoskeletal injuries that students reported to have sustained while practicing chiropractic adjustment set-ups and while delivering adjustments. The survey was modeled from similar instruments used in the university's clinic as well as those used in professional practice. Stratified sampling was used to obtain participants for the study. Data reported the anatomical areas of injury, adjustive technique utilized, the type of injury received, and the recovery time from sustained injuries. The survey also inquired as to the type and area of any past physical injuries as well as the mechanism(s of injury. Results Data obtained from the study identified injuries of the shoulder, wrist, elbow, neck, low back, and mid-back. The low back was the most common injury site reported by females, and the neck was the most common site reported by males. The reported wrist injuries in both genders were 1% male complaints and 17% female complaints. A total of 13% of female respondents reported shoulder injuries, whereas less than 1% of male respondents indicated similar complaints. Conclusion The data collected from the project indicated that obtaining further information on the subject would be worthwhile, and could provide an integral step toward developing methods of behavior modification in an attempt to reduce and/or prevent the incidence of musculoskeletal injuries.

  14. Lessons learned from the preliminary performance assessment exercise for the Vienne site strategies for investigating the granodiorite confinement capability

    International Nuclear Information System (INIS)

    Lebon, P.

    1999-01-01

    One of the three sites under study by ANDRA is located on the Poitou shoal in the Vienne Department. The granitic basement rock is overlain by a 160 m thick layer of Jurassic sediments containing two seasonally pumped aquifers. The preliminary hydrogeological model of the granitic basement assumed that regional flow is SE-NW, and circulates in the hecto-metric fractures, and that groundwater flow velocity is very low. A preliminary performance assessment exercise focusing on the geological barrier was carried out based on these assumptions and a disposal concept where radwaste is stored in separate granodiorite 'blocks' delimited by the water-bearing fractures. As regards of the granodioritic blocks, the programme goals include analysing of detailed structure, obtaining uncontaminated samples of interstitial ground water in order to determine its physicochemical properties and evaluating transport and retention parameters. (author)

  15. Waste package performance assessment

    International Nuclear Information System (INIS)

    Lester, D.H.

    1981-01-01

    This paper describes work undertaken to assess the life-expectancy and post-failure nuclide release behavior of high-level and waste packages in a geologic repository. The work involved integrating models of individual phenomena (such as heat transfer, corrosion, package deformation, and nuclide transport) and using existing data to make estimates of post-emplacement behavior of waste packages. A package performance assessment code was developed to predict time to package failure in a flooded repository and subsequent transport of nuclides out of the leaking package. The model has been used to evaluate preliminary package designs. The results indicate, that within the limitation of model assumptions and data base, packages lasting a few hundreds of years could be developed. Very long lived packages may be possible but more comprehensive data are needed to confirm this

  16. Kinespell: Kinesthetic Learning Activity and Assessment in a Digital Game-Based Learning Environment

    Science.gov (United States)

    Cariaga, Ada Angeli; Salvador, Jay Andrae; Solamo, Ma. Rowena; Feria, Rommel

    Various approaches in learning are commonly classified into visual, auditory and kinesthetic (VAK) learning styles. One way of addressing the VAK learning styles is through game-based learning which motivates learners pursue knowledge holistically. The paper presents Kinespell, an unconventional method of learning through digital game-based learning. Kinespell is geared towards enhancing not only the learner’s spelling abilities but also the motor skills through utilizing wireless controllers. It monitors player’s performance through integrated assessment scheme. Results show that Kinespell may accommodate the VAK learning styles and is a promising alternative to established methods in learning and assessing students’ performance in Spelling.

  17. The Feasibility of Real-Time Intraoperative Performance Assessment With SIMPL (System for Improving and Measuring Procedural Learning): Early Experience From a Multi-institutional Trial.

    Science.gov (United States)

    Bohnen, Jordan D; George, Brian C; Williams, Reed G; Schuller, Mary C; DaRosa, Debra A; Torbeck, Laura; Mullen, John T; Meyerson, Shari L; Auyang, Edward D; Chipman, Jeffrey G; Choi, Jennifer N; Choti, Michael A; Endean, Eric D; Foley, Eugene F; Mandell, Samuel P; Meier, Andreas H; Smink, Douglas S; Terhune, Kyla P; Wise, Paul E; Soper, Nathaniel J; Zwischenberger, Joseph B; Lillemoe, Keith D; Dunnington, Gary L; Fryer, Jonathan P

    Intraoperative performance assessment of residents is of growing interest to trainees, faculty, and accreditors. Current approaches to collect such assessments are limited by low participation rates and long delays between procedure and evaluation. We deployed an innovative, smartphone-based tool, SIMPL (System for Improving and Measuring Procedural Learning), to make real-time intraoperative performance assessment feasible for every case in which surgical trainees participate, and hypothesized that SIMPL could be feasibly integrated into surgical training programs. Between September 1, 2015 and February 29, 2016, 15 U.S. general surgery residency programs were enrolled in an institutional review board-approved trial. SIMPL was made available after 70% of faculty and residents completed a 1-hour training session. Descriptive and univariate statistics analyzed multiple dimensions of feasibility, including training rates, volume of assessments, response rates/times, and dictation rates. The 20 most active residents and attendings were evaluated in greater detail. A total of 90% of eligible users (1267/1412) completed training. Further, 13/15 programs began using SIMPL. Totally, 6024 assessments were completed by 254 categorical general surgery residents (n = 3555 assessments) and 259 attendings (n = 2469 assessments), and 3762 unique operations were assessed. There was significant heterogeneity in participation within and between programs. Mean percentage (range) of users who completed ≥1, 5, and 20 assessments were 62% (21%-96%), 34% (5%-75%), and 10% (0%-32%) across all programs, and 96%, 75%, and 32% in the most active program. Overall, response rate was 70%, dictation rate was 24%, and mean response time was 12 hours. Assessments increased from 357 (September 2015) to 1146 (February 2016). The 20 most active residents each received mean 46 assessments by 10 attendings for 20 different procedures. SIMPL can be feasibly integrated into surgical training programs

  18. Can Social Learning Increase Learning Speed, Performance or Both?

    NARCIS (Netherlands)

    Heinerman, J.V.; Stork, J.; Rebolledo Coy, M.A.; Hubert, J.G.; Eiben, A.E.; Bartz-Beielstein, Thomas; Haasdijk, Evert

    2017-01-01

    Social learning enables multiple robots to share learned experiences while completing a task. The literature offers contradicting examples of its benefits; robots trained with social learning reach a higher performance, an increased learning speed, or both, compared to their individual learning

  19. Assessment of Learning Styles of Undergraduate Medical Students Using the VARK Questionnaire and the Influence of Sex and Academic Performance

    Science.gov (United States)

    Urval, Rathnakar P.; Kamath, Ashwin; Ullal, Sheetal; Shenoy, Ashok K.; Shenoy, Nandita; Udupa, Laxminarayana A.

    2014-01-01

    While there are several tools to study learning styles of students, the visual-aural-read/write-kinesthetic (VARK) questionnaire is a simple, freely available, easy to administer tool that encourages students to describe their behavior in a manner they can identify with and accept. The aim is to understand the preferred sensory modality (or…

  20. Learning Environment And Pupils Academic Performance ...

    African Journals Online (AJOL)

    Learning Environment And Pupils Academic Performance: Implications For Counselling. ... facilities as well as learning materials to make teaching and learning easy. In addition, teachers should provide conducive classroom environment to ...

  1. TURVA-2012: Performance assessment

    International Nuclear Information System (INIS)

    Hellae, Pirjo; Snellman, Margit; Marcos, Nuria; Pastina, Barbara; Smith, Paul; Koskinen, Kari

    2014-01-01

    TURVA-2012 is Posiva's safety case in support of the Preliminary Safety Analysis Report (PSAR) and application for a construction licence for a repository for disposal of spent nuclear fuel at the Olkiluoto site in south-western Finland. Posiva's safety concept is based on long-term isolation and containment, which is achieved through a robust engineered barrier system (EBS) design and favourable geological conditions at the repository site. The reference design considered in the TURVA-2012 safety case is the KBS-3V design, with the EBS consisting of a copper-iron canister, a buffer of swelling clay material, a backfill in the deposition tunnels of low-permeability material and closure of the central tunnels and other underground openings. The host rock acts as a natural barrier. Each barrier contributes to safety through one or more safety function. The conditions needed for the barriers to fulfil their respective safety functions are expressed in terms of performance targets for the EBS and the target properties for the host rock. The performance assessment (Posiva, 2013), which is a key component of TURVA-2012, analyses the ability of the repository system to provide containment and isolation of the spent nuclear fuel during the long-term evolution of the system and the site. The conditions needed for the barriers to fulfil their respective safety functions are expressed in terms of performance targets for the engineered barriers and target properties for the host rock, for example properties related to the corrosion resistance and mechanical strength of the canister as well as groundwater flow and composition. The analyses take into account the uncertainties in the initial state, the subsequent thermal, hydraulic, mechanical and chemical evolution of the repository system and uncertainties in the evolution. The conclusions of the performance assessment are based mostly on the output of key modelling activities. Whenever modelling is not possible the conclusions

  2. Designing Assessment for Autonomous Learning

    Science.gov (United States)

    Hay, Marie; Mathers, Lucy

    2012-01-01

    This paper aims to disseminate and evaluate an autonomous learning framework developed through collaborative research with first- and second-year undergraduate students at De Montfort University. Central to the framework is the involvement of students in the assessment of their peers and themselves using dialogue about the assessment and feedback…

  3. Authentic assessment For autonomous learning

    NARCIS (Netherlands)

    Vinke, A.A.; Hummels, C.C.M.

    2010-01-01

    Industrial Design at Eindhoven University of Technology focuses on designing intelligent systems, products and related services for societal transformation. Our holistic and integrative approach to learning clearly shows in the end-ofterm assessments. Students are not assessed at the level of

  4. Learning Apache Solr high performance

    CERN Document Server

    Mohan, Surendra

    2014-01-01

    This book is an easy-to-follow guide, full of hands-on, real-world examples. Each topic is explained and demonstrated in a specific and user-friendly flow, from search optimization using Solr to Deployment of Zookeeper applications. This book is ideal for Apache Solr developers and want to learn different techniques to optimize Solr performance with utmost efficiency, along with effectively troubleshooting the problems that usually occur while trying to boost performance. Familiarity with search servers and database querying is expected.

  5. The impact of nursing students' chemistry learning performance assessment in Taiwan: competitive versus non-competitive student team achievement division approaches

    Science.gov (United States)

    Wang, Kai-Ping

    2012-07-01

    Purpose: The purpose of this study was to determine the effectiveness of competitive Student Team Achievement Division (STAD), non-competitive STAD, and traditional learning on chemistry learning and learning perceptions. Sample, design and methods: By adopting the STAD approach, this study examined 144 nursing students at a five-year junior college in northern Taiwan during the first semester (totaling 18 weeks) of the 2008 academic year. Results: The findings reveal that both a heterogeneous group with external pressure (involving competitive STAD) and a friendship group with affective pressure (involving traditional learning) enhance group cohesion and assist students' meaningful learning; the heterogeneous group without extra pressure (involving non-competitive STAD), by contrast, fails because of apathy and lassitude. Moreover, learning effectiveness will obviously predominate until the learning strategy continues for a long period or at least one semester. Conclusions: This study revealed that the learning performance level of the competitive STAD group is significantly different from that of the non-competitive STAD group; and the learning performance level of the traditional group is significantly different from that of the non-competitive STAD group. Both the competitive STAD group and traditional group of medium ability students are significantly different from the non-competitive STAD group. Low-ability students from the competitive STAD group are significantly different from those of the non-competitive STAD, though no significant differences were found in learning perception. However, both a lack of friendship and a lack of ability in using algorithms may affect students' chemistry learning. Furthermore, gender imbalance, educational culture, and group emotions are factors that may influence student learning performance. Further study should focus on the use of grouping, improve responsibility in group discussion, and investigate group interaction

  6. PERFORMANCE ASSESSMENT FOR FIELD SPORTS

    Directory of Open Access Journals (Sweden)

    Christopher Carling

    2009-03-01

    Full Text Available DESCRIPTION The book covers the various sport science assessment procedures for sports such as soccer, rugby, field hockey and lacrosse. It provides detailed and clear information about laboratory and field-based methods that can be used to assess and improve both individual and team performance. PURPOSE The book aims to provide a contemporary reference tool for selection of appropriate testing procedures for sports across a range of scientific disciplines. FEATURES The text begins with a chapter on the rationales for performance assessments, the use of technology and the necessity for procedures to conform to scientific rigor, explaining the importance of test criteria. This chapter ends by emphasizing the importance of the feedback process and vital considerations for the practitioner when interpreting the data, selecting which information is most important and how to deliver this back to the athlete or coach in order to deliver a positive performance outcome. The next two chapters focus on psychological assessments with respect to skill acquisition, retention and execution providing a variety of qualitative and quantitative options, underpinned with scientific theory and contextualized in order to improve the understanding of the application of these methods to improve anticipation and decision-making to enhance game intelligence.Chapter 4 provides coverage of match analysis techniques in order to make assessments of technical, tactical and physical performances. Readers learn about a series of methodologies ranging from simplistic pen and paper options through to sophisticated technological systems with some exemplar data also provided. Chapters 5 through 7 cover the physiological based assessments, including aerobic, anaerobic and anthropometric procedures. Each chapter delivers a theoretical opening section before progressing to various assessment options and the authors make great efforts to relate to sport-specific settings. The final

  7. Effects of a Vocabulary Acquisition and Assessment System on Students' Performance in a Blended Learning Class for English Subject

    Science.gov (United States)

    Jia, Jiyou; Chen, Yuhao; Ding, Zhuhui; Ruan, Meixian

    2012-01-01

    Vocabulary acquisition and assessment are regarded as the key basis for the instruction of English as a second language. However, it is time-consuming, fallible and repetitive for the school teachers and parents to assess the proficiency of the students' vocabulary acquisition. We customized the open source course management system Moodle to build…

  8. Acquiring the Language of Learning: The Performance of Hawaiian Preschool Children on the Preschool Language Assessment Instrument (PLAI).

    Science.gov (United States)

    Martini, Mary

    The Preschool Language Assessment Instrument (PLAI) was designed as a diagnostic tool for 3- to 6-year-old children to assess children's abilities to use language to solve thinking problems typically posed by teachers. The PLAI was developed after observing middle-class teachers in preschool classrooms encourage children to use language in…

  9. Learning strategies during clerkships and their effects on clinical performance.

    Science.gov (United States)

    van Lohuizen, M T; Kuks, J B M; van Hell, E A; Raat, A N; Cohen-Schotanus, J

    2009-11-01

    Previous research revealed relationships between learning strategies and knowledge acquisition. During clerkships, however, students' focus widens beyond mere knowledge acquisition as they further develop overall competence. This shift in focus can influence learning strategy use. We explored which learning strategies were used during clerkships and their relationship to clinical performance. Participants were 113 (78%) clerks at the university hospital or one of six affiliated hospitals. Learning strategies were assessed using the 'Approaches to Learning at Work Questionnaire' (deep, surface-rational and surface-disorganised learning). Clinical performance was calculated by taking the mean of clinical assessment marks. The relationship between learning strategies and clinical performance was explored using regression analysis. Most students (89%) did not clearly prefer a single learning strategy. No relationship was found between learning strategies and clinical performance. Since overall competence comprises integration of knowledge, skills and professional behaviour, we assume that students without a clear preference use more than one learning strategy. Finding no relationship between learning strategies and clinical performance reflects the complexity of clinical learning. Depending on circumstances it may be important to obtain relevant information quickly (surface-rational) or understand material thoroughly (deep). In future research we will examine when and why students use different learning strategies.

  10. Enabling performance skills: Assessment in engineering education

    Science.gov (United States)

    Ferrone, Jenny Kristina

    Current reform in engineering education is part of a national trend emphasizing student learning as well as accountability in instruction. Assessing student performance to demonstrate accountability has become a necessity in academia. In newly adopted criterion proposed by the Accreditation Board for Engineering and Technology (ABET), undergraduates are expected to demonstrate proficiency in outcomes considered essential for graduating engineers. The case study was designed as a formative evaluation of freshman engineering students to assess the perceived effectiveness of performance skills in a design laboratory environment. The mixed methodology used both quantitative and qualitative approaches to assess students' performance skills and congruency among the respondents, based on individual, team, and faculty perceptions of team effectiveness in three ABET areas: Communications Skills. Design Skills, and Teamwork. The findings of the research were used to address future use of the assessment tool and process. The results of the study found statistically significant differences in perceptions of Teamwork Skills (p performance skills, such as teamwork, among freshman engineering students; (2) incorporate feedback into the learning process; (3) strengthen the assessment process with a follow-up plan that specifically targets performance skill deficiencies, and (4) integrate the assessment instrument and practice with ongoing curriculum development. The findings generated by this study provides engineering departments engaged in assessment activity, opportunity to reflect, refine, and develop their programs as it continues. It also extends research on ABET competencies of engineering students in an under-investigated topic of factors correlated with team processes, behavior, and student learning.

  11. Assessing orientations to learning to teach.

    Science.gov (United States)

    Oosterheert, Ida E; Vermunt, Jan D; Denessen, E

    2002-03-01

    An important purpose of teacher education is that student teachers develop and change their existing knowledge on learning and teaching. Research on how student teachers variously engage in this process is scarce. In a previous study of 30 student teachers, we identified five different orientations to learning to teach. Our aim was to extend the results of the previous study by developing an instrument to assess orientations to learning to teach at a larger scale. The development and psychometric properties of the instrument are discussed. The results with respect to how student teachers learn are compared to the results of the qualitative study. Participants in this study were 169 secondary student teachers from three institutes which had all adopted an initial in-service model of learning to teach. On the basis of extensive qualitative study, a questionnaire was developed to assess individual differences in learning to teach. Factor-, reliability-, and nonparametric scalability analyses were performed to identify reliable scales. Cluster analysis was used to identify groups of students with similar orientations to learning to teach. Eight scales covering cognitive, regulative and affective aspects of student teachers' learning were identified. Cluster analysis indicates that the instrument discriminates well between student teachers. Four of the five previously found patterns were found again. The four orientations found in relatively uniform learning environments indicate that student teachers need differential support in their learning. Although the instrument measures individual differences in a reliable way, it is somewhat one-sided in the sense that items representing constructive ways of learning dominate. New items forming a broader range of scales should be created.

  12. Georgia's Teacher Performance Assessment

    Science.gov (United States)

    Fenton, Anne Marie; Wetherington, Pamela

    2016-01-01

    Like most states, Georgia until recently depended on an assessment of content knowledge to award teaching licenses, along with a licensure recommendation from candidates' educator preparation programs. While the content assessment reflected candidates' grasp of subject matter, licensure decisions did not hinge on direct, statewide assessment of…

  13. Marketing Prior Learning Assessment Programs.

    Science.gov (United States)

    Heeger, Gerald A.

    1983-01-01

    Experiential learning programs must be marketed effectively if they are to succeed. The formulation of market strategy is discussed including: strategic planning; identification of a market target; and development of a market mix. A commitment to marketing academic programs is seen as a commitment to self-assessment. (MW)

  14. An Assessment of Instant Messaging Interruptions on Knowledge Workers' Task Performance in E-Learning-Based Training

    Science.gov (United States)

    Mansi, Gary R.

    2011-01-01

    The modern workplace environment is filled with interruptions due to the necessity of coworkers to communicate with each other. Studies have revealed that interruptions can disrupt the ability of a knowledge worker to concentrate on a task, which can impact task performance (TP). Communication interruptions are due, in part, to the unavoidable…

  15. Performance of Blended Learning in University Teaching:

    Directory of Open Access Journals (Sweden)

    Michael Reiss

    2010-07-01

    Full Text Available Blended learning as a combination of classroom teaching and e-learning has become a widely represented standard in employee and management development of companies. The exploratory survey “Blended Learning@University” conducted in 2008 investigated the integration of blended learning in higher education. The results of the survey show that the majority of participating academic teachers use blended learning in single courses, but not as a program of study and thus do not exploit the core performance potential of blended learning. According to the study, the main driver of blended learning performance is its embeddedness in higher education. Integrated blended programs of study deliver the best results. In blended learning, learning infrastructure (in terms of software, culture, skills, funding, content providing, etc. does not play the role of a performance driver but serves as an enabler for blended learning.

  16. Negative effects of chronic oral chlorpromazine and olanzapine treatment on the performance of tasks designed to assess spatial learning and working memory in rats.

    Science.gov (United States)

    Terry, A V; Warner, S E; Vandenhuerk, L; Pillai, A; Mahadik, S P; Zhang, G; Bartlett, M G

    2008-10-28

    Learning potential and memory capacity are factors that strongly predict the level of rehabilitation and the long-term functional outcome in patients with schizophrenia. Unfortunately, however, the effects of antipsychotic drugs (i.e. the primary treatments for schizophrenia) on these components of cognition are unclear, particularly when they are administered chronically (i.e. a standard clinical practice). In this rodent study we evaluated the effects of different time periods (ranging from 2 weeks to 6 months) of oral treatment with the first generation antipsychotic chlorpromazine (10.0 mg/kg/day), or the second generation antipsychotic olanzapine (10.0 mg/kg/day) on the repeated acquisition of a water maze task (i.e. a method of assessing spatial learning potential in a repeated testing format). We assessed locomotor function (in an open field) and employed a radial arm maze (RAM) task to assess antipsychotic effects (5.0 and 10.0 mg/kg/day doses) on spatial working memory during the treatment period between 15 days and 2 months. Finally, we conducted experiments using liquid chromatography/tandem mass spectrometry (LC-MS/MS) to evaluate the therapeutic relevance of our method of drug delivery (oral administration in drinking water). In the water maze experiments, both antipsychotics were associated with impairments in acquisition in the earlier test sessions that could eventually be overcome with repeated testing while olanzapine also impaired retention in probe trials. Both antipsychotics were also associated with impairments in delayed non-match-to-position trials in the RAM and some impairments of motor function (especially in the case of olanzapine) as indicated by slightly reduced swim speeds in the water maze and decreased activity in some components of the open field assessment. Finally, LC-MS/MS studies indicated that the method of antipsychotic administration generated clinically relevant plasma levels in the rat. These animal data indicate that

  17. SIMPLIFIED PREDICTIVE MODELS FOR CO₂ SEQUESTRATION PERFORMANCE ASSESSMENT RESEARCH TOPICAL REPORT ON TASK #3 STATISTICAL LEARNING BASED MODELS

    Energy Technology Data Exchange (ETDEWEB)

    Mishra, Srikanta; Schuetter, Jared

    2014-11-01

    We compare two approaches for building a statistical proxy model (metamodel) for CO₂ geologic sequestration from the results of full-physics compositional simulations. The first approach involves a classical Box-Behnken or Augmented Pairs experimental design with a quadratic polynomial response surface. The second approach used a space-filling maxmin Latin Hypercube sampling or maximum entropy design with the choice of five different meta-modeling techniques: quadratic polynomial, kriging with constant and quadratic trend terms, multivariate adaptive regression spline (MARS) and additivity and variance stabilization (AVAS). Simulations results for CO₂ injection into a reservoir-caprock system with 9 design variables (and 97 samples) were used to generate the data for developing the proxy models. The fitted models were validated with using an independent data set and a cross-validation approach for three different performance metrics: total storage efficiency, CO₂ plume radius and average reservoir pressure. The Box-Behnken–quadratic polynomial metamodel performed the best, followed closely by the maximin LHS–kriging metamodel.

  18. OLEM Performance Assessment Information

    Data.gov (United States)

    U.S. Environmental Protection Agency — This asset includes a variety of data sets that measure the performance of Office of Land and Emergency Management (OLEM) programs in support of the Office of the...

  19. Imbalanced Learning for Functional State Assessment

    Science.gov (United States)

    Li, Feng; McKenzie, Frederick; Li, Jiang; Zhang, Guangfan; Xu, Roger; Richey, Carl; Schnell, Tom

    2011-01-01

    This paper presents results of several imbalanced learning techniques applied to operator functional state assessment where the data is highly imbalanced, i.e., some function states (majority classes) have much more training samples than other states (minority classes). Conventional machine learning techniques usually tend to classify all data samples into majority classes and perform poorly for minority classes. In this study, we implemented five imbalanced learning techniques, including random undersampling, random over-sampling, synthetic minority over-sampling technique (SMOTE), borderline-SMOTE and adaptive synthetic sampling (ADASYN) to solve this problem. Experimental results on a benchmark driving lest dataset show thai accuracies for minority classes could be improved dramatically with a cost of slight performance degradations for majority classes,

  20. Self-Assessment: Challenging Students to Take Charge of Learning

    Science.gov (United States)

    Harada, Violet H.

    2010-01-01

    Students are frequently unaware that they hold the power of learning in their own hands. Their ability to figure out what they are doing and where they are heading are crucial keys to consciously applying learning strategies, developing effective work habits, and assessing their own performance. The ability to regulate one's own learning means…

  1. Communicating Performance Assessments Results - 13609

    International Nuclear Information System (INIS)

    Layton, Mark

    2013-01-01

    The F-Area Tank Farms (FTF) and H-Area Tank Farm (HTF) are owned by the U.S. Department of Energy (DOE) and operated by Savannah River Remediation LLC (SRR), Liquid Waste Operations contractor at DOE's Savannah River Site (SRS). The FTF and HTF are active radioactive waste storage and treatment facilities consisting of 51 carbon steel waste tanks and ancillary equipment such as transfer lines, evaporators and pump tanks. Performance Assessments (PAs) for each Tank Farm have been prepared to support the eventual closure of the underground radioactive waste tanks and ancillary equipment. PAs provide the technical bases and results to be used in subsequent documents to demonstrate compliance with the pertinent requirements for final closure of the Tank Farms. The Tank Farms are subject to a number of regulatory requirements. The State regulates Tank Farm operations through an industrial waste water permit and through a Federal Facility Agreement approved by the State, DOE and the Environmental Protection Agency (EPA). Closure documentation will include State-approved Tank Farm Closure Plans and tank-specific closure modules utilizing information from the PAs. For this reason, the State of South Carolina and the EPA must be involved in the performance assessment review process. The residual material remaining after tank cleaning is also subject to reclassification prior to closure via a waste determination pursuant to Section 3116 of the Ronald W. Reagan National Defense Authorization Act of Fiscal Year 2005. PAs are performance-based, risk-informed analyses of the fate and transport of FTF and HTF residual wastes following final closure of the Tank Farms. Since the PAs serve as the primary risk assessment tools in evaluating readiness for closure, it is vital that PA conclusions be communicated effectively. In the course of developing the FTF and HTF PAs, several lessons learned have emerged regarding communicating PA results. When communicating PA results it is

  2. Total System Performance Assessment

    Energy Technology Data Exchange (ETDEWEB)

    Hwang, Yong Soo; Kang, Chul Hyung; Lee, Youn Myoung; Han, Ji Woong; Choi, Jong Won; Hahn, Pil Soo; Park, Jeong Hwa; Jeong, Mi Seon

    2007-06-15

    Based on the KAERI FEP list developed through the previous studies, the KAERI FEP Encyclopedia has been developed. Current version is 1.0 which includes all relevant FEPs to compose of two references and all alternative scenarios. Many interaction FEPs between scenario defining FEP(SDF) are created throughout the study. FEPs are classified into many Integrated FEP(IFEP) which eventually become the elements of the RES matrix. The FEAS program one of the component of the KAERI's CYPRUS information system is added to develop the FEP, RES, AC, AMF and finally scenarios. It assists to create transparent way to deal with assessment from the stage of the planning of the R and D to the final stage of the external audit and regulatory body review. Even though MASCOT-K and compartment analysis codes such as AMBER, GoldSim and Ecolego are excellent for TSPA they by in heritage possess a certain limitation especially to identify a proper migration cross sectional area when a relatively big component intersects with a tiny one such as a fracture. It is truly 3D phenomena in nature. MDPSA code is developed which is expected to overcome limitations in compartment models while successfully deals with natural disruptive events. The R and D target for the TSPA is to develop the sufficient scenarios and their variation cases to understand the safety of KRS in every possible aspect. For this, reference scenarios, alternative scenarios covering engineered barrier failure and natural events are developed and assessed respectively for around 100 cases. The stylized template to assess the Korean reference biosphere is developed using the AMBER. Three critical groups, agricultural, freshwater and marine water fishing groups are identified to assess the DCF following the guidelines of ICRP. Based on the QA principles of T2R3, the web based QA system is developed using the procedures in the USNRC 10CFR50 Appendix B. The QA system is combined with the PAID and FEAS to create the comprehensive

  3. Total System Performance Assessment

    International Nuclear Information System (INIS)

    Hwang, Yong Soo; Kang, Chul Hyung; Lee, Youn Myoung; Han, Ji Woong; Choi, Jong Won; Hahn, Pil Soo; Park, Jeong Hwa; Jeong, Mi Seon

    2007-06-01

    Based on the KAERI FEP list developed through the previous studies, the KAERI FEP Encyclopedia has been developed. Current version is 1.0 which includes all relevant FEPs to compose of two references and all alternative scenarios. Many interaction FEPs between scenario defining FEP(SDF) are created throughout the study. FEPs are classified into many Integrated FEP(IFEP) which eventually become the elements of the RES matrix. The FEAS program one of the component of the KAERI's CYPRUS information system is added to develop the FEP, RES, AC, AMF and finally scenarios. It assists to create transparent way to deal with assessment from the stage of the planning of the R and D to the final stage of the external audit and regulatory body review. Even though MASCOT-K and compartment analysis codes such as AMBER, GoldSim and Ecolego are excellent for TSPA they by in heritage possess a certain limitation especially to identify a proper migration cross sectional area when a relatively big component intersects with a tiny one such as a fracture. It is truly 3D phenomena in nature. MDPSA code is developed which is expected to overcome limitations in compartment models while successfully deals with natural disruptive events. The R and D target for the TSPA is to develop the sufficient scenarios and their variation cases to understand the safety of KRS in every possible aspect. For this, reference scenarios, alternative scenarios covering engineered barrier failure and natural events are developed and assessed respectively for around 100 cases. The stylized template to assess the Korean reference biosphere is developed using the AMBER. Three critical groups, agricultural, freshwater and marine water fishing groups are identified to assess the DCF following the guidelines of ICRP. Based on the QA principles of T2R3, the web based QA system is developed using the procedures in the USNRC 10CFR50 Appendix B. The QA system is combined with the PAID and FEAS to create the comprehensive

  4. Total System Performance Assessment

    Energy Technology Data Exchange (ETDEWEB)

    Hwang, Yong Soo; Kang, Chul Hyung; Lee, Youn Myoung; Han, Ji Woong; Choi, Jong Won; Hahn, Pil Soo; Park, Jeong Hwa; Jeong, Mi Seon

    2007-06-15

    Based on the KAERI FEP list developed through the previous studies, the KAERI FEP Encyclopedia has been developed. Current version is 1.0 which includes all relevant FEPs to compose of two references and all alternative scenarios. Many interaction FEPs between scenario defining FEP(SDF) are created throughout the study. FEPs are classified into many Integrated FEP(IFEP) which eventually become the elements of the RES matrix. The FEAS program one of the component of the KAERI's CYPRUS information system is added to develop the FEP, RES, AC, AMF and finally scenarios. It assists to create transparent way to deal with assessment from the stage of the planning of the R and D to the final stage of the external audit and regulatory body review. Even though MASCOT-K and compartment analysis codes such as AMBER, GoldSim and Ecolego are excellent for TSPA they by in heritage possess a certain limitation especially to identify a proper migration cross sectional area when a relatively big component intersects with a tiny one such as a fracture. It is truly 3D phenomena in nature. MDPSA code is developed which is expected to overcome limitations in compartment models while successfully deals with natural disruptive events. The R and D target for the TSPA is to develop the sufficient scenarios and their variation cases to understand the safety of KRS in every possible aspect. For this, reference scenarios, alternative scenarios covering engineered barrier failure and natural events are developed and assessed respectively for around 100 cases. The stylized template to assess the Korean reference biosphere is developed using the AMBER. Three critical groups, agricultural, freshwater and marine water fishing groups are identified to assess the DCF following the guidelines of ICRP. Based on the QA principles of T2R3, the web based QA system is developed using the procedures in the USNRC 10CFR50 Appendix B. The QA system is combined with the PAID and FEAS to create the

  5. Introduction to radiological performance assessment

    International Nuclear Information System (INIS)

    Moss, G.

    1995-02-01

    A radiological performance assessment is conducted to provide reasonable assurance that performance objectives for low-level radioactive waste (LLW) disposal will be met. Beginning in the early stages of development, a radiological performance assessment continues through the operational phase, and is instrumental in the postclosure of the facility. Fundamental differences exist in the regulation of commercial and defense LLW, but the radiological performance assessment process is essentially the same for both. The purpose of this document is to describe that process in a concise and straightforward manner. This document focuses on radiological performance assessment as it pertains to commercial LLW disposal, but is applicable to US Department of Energy sites as well. Included are discussions on performance objectives, site characterization, and how a performance assessment is conducted. A case study is used to illustrate how the process works as a whole. A bibliography is provided to assist in locating additional information

  6. The process of performance assessment

    International Nuclear Information System (INIS)

    King, C.M.; Halford, D.K.

    1986-01-01

    An introductory review of the subject of ''Performance Assessment'' will be presented. Emphasis will be placed on the process of performance assessment from the standpoint of defining the process. Performance assessment, from evolving experience at DOE sites, has short-term and long-term subprograms, the components of which will be discussed. The role of mathematical modeling in performance assessment will be addressed including the pros and cons of current approaches. Finally, the ''system/site/technology'' issues as the focal point of this symposium will be reviewed

  7. Student Performance and Success Factors in Learning Business Statistics in Online vs. On-Ground Classes Using a Web-Based Assessment Platform

    Science.gov (United States)

    Shotwell, Mary; Apigian, Charles H.

    2015-01-01

    This study aimed to quantify the influence of student attributes, coursework resources, and online assessments on student learning in business statistics. Surveys were administered to students at the completion of both online and on-ground classes, covering student perception and utilization of internal and external academic resources, as well as…

  8. Technology Performance Level Assessment Methodology.

    Energy Technology Data Exchange (ETDEWEB)

    Roberts, Jesse D.; Bull, Diana L; Malins, Robert Joseph; Costello, Ronan Patrick; Aurelien Babarit; Kim Nielsen; Claudio Bittencourt Ferreira; Ben Kennedy; Kathryn Dykes; Jochem Weber

    2017-04-01

    The technology performance level (TPL) assessments can be applied at all technology development stages and associated technology readiness levels (TRLs). Even, and particularly, at low TRLs the TPL assessment is very effective as it, holistically, considers a wide range of WEC attributes that determine the techno-economic performance potential of the WEC farm when fully developed for commercial operation. The TPL assessment also highlights potential showstoppers at the earliest possible stage of the WEC technology development. Hence, the TPL assessment identifies the technology independent “performance requirements.” In order to achieve a successful solution, the entirety of the performance requirements within the TPL must be considered because, in the end, all the stakeholder needs must be achieved. The basis for performing a TPL assessment comes from the information provided in a dedicated format, the Technical Submission Form (TSF). The TSF requests information from the WEC developer that is required to answer the questions posed in the TPL assessment document.

  9. Assessment is for learning: Supporting feedback

    OpenAIRE

    McLaren, Susan

    2012-01-01

    This paper describes an action research, school situated project conducted withpartnership funding from Learning and Teaching Scotland, Scottish QualificationsAuthority and Becta, the UK government’s agency for communications technology in education. Based on e-scape (e-solutions for creative assessment in portfolio environments), developed by Goldsmiths, University of London, the Scottish project focussed on integrating innovative methods of capturing evidence of creative performance with pr...

  10. Statistical learning methods: Basics, control and performance

    Energy Technology Data Exchange (ETDEWEB)

    Zimmermann, J. [Max-Planck-Institut fuer Physik, Foehringer Ring 6, 80805 Munich (Germany)]. E-mail: zimmerm@mppmu.mpg.de

    2006-04-01

    The basics of statistical learning are reviewed with a special emphasis on general principles and problems for all different types of learning methods. Different aspects of controlling these methods in a physically adequate way will be discussed. All principles and guidelines will be exercised on examples for statistical learning methods in high energy and astrophysics. These examples prove in addition that statistical learning methods very often lead to a remarkable performance gain compared to the competing classical algorithms.

  11. Statistical learning methods: Basics, control and performance

    International Nuclear Information System (INIS)

    Zimmermann, J.

    2006-01-01

    The basics of statistical learning are reviewed with a special emphasis on general principles and problems for all different types of learning methods. Different aspects of controlling these methods in a physically adequate way will be discussed. All principles and guidelines will be exercised on examples for statistical learning methods in high energy and astrophysics. These examples prove in addition that statistical learning methods very often lead to a remarkable performance gain compared to the competing classical algorithms

  12. Lessons Learned from Characterization, Performance Assessment, and EPA Regulatory Review of the 1996 Actinide Source Term for the Waste Isolation Pilot Plant

    International Nuclear Information System (INIS)

    Larson, K.W.; Moore, R.C.; Nowak, E.J.; Papenguth, H.W.; Jow, H.

    1999-01-01

    The Waste Isolation Pilot Plant (WIPP) is a US Department of Energy (DOE) facility for the permanent disposal of transuranic waste from defense activities. In 1996, the DOE submitted the Title 40 CFR Part 191 Compliance Certification Application for the Waste Isolation Pilot Plant (CCA) to the US Environmental Protection Agency (EPA). The CCA included a probabilistic performance assessment (PA) conducted by Sandia National Laboratories to establish compliance with the quantitative release limits defined in 40 CFR 191.13. An experimental program to collect data relevant to the actinide source term began around 1989, which eventually supported the 1996 CCA PA actinide source term model. The actinide source term provided an estimate of mobile dissolved and colloidal Pu, Am, U, Th, and Np concentrations in their stable oxidation states, and accounted for effects of uncertainty in the chemistry of brines in waste disposal areas. The experimental program and the actinide source term included in the CCA PA underwent EPA review lasting more than 1 year. Experiments were initially conducted to develop data relevant to the wide range of potential future conditions in waste disposal areas. Interim, preliminary performance assessments and actinide source term models provided insight allowing refinement of experiments and models. Expert peer review provided additional feedback and confidence in the evolving experimental program. By 1995, the chemical database and PA predictions of WIPP performance were considered reliable enough to support the decision to add an MgO backfill to waste rooms to control chemical conditions and reduce uncertainty in actinide concentrations, especially for Pu and Am. Important lessons learned through the characterization, PA modeling, and regulatory review of the actinide source term are (1) experimental characterization and PA should evolve together, with neither activity completely dominating the other, (2) the understanding of physical processes

  13. Performance success from self-assessments

    International Nuclear Information System (INIS)

    Hughes, G.

    1996-01-01

    This paper provides information on and successes of self-assessments completed at the Callaway plant. It stresses the vital needs and substantial benefits from these continual self-improvement efforts. The Callaway plant staff use a variety of methods and techniques to do self-assessments with the focus on performance outcomes. Self-assessments help Callaway focus on the priority issues and direct resources properly. Callaway's success has been due to this learning culture. The Callaway plant is a Westinghouse four-loop plant in the state of Missouri and has been operational since 1984

  14. Validity in assessment of prior learning

    DEFF Research Database (Denmark)

    Wahlgren, Bjarne; Aarkrog, Vibe

    2015-01-01

    , the article discusses the need for specific criteria for assessment. The reliability and validity of the assessment procedures depend on whether the competences are well-defined, and whether the teachers are adequately trained for the assessment procedures. Keywords: assessment, prior learning, adult...... education, vocational training, lifelong learning, validity...

  15. Systemic Assessment as a new tool for assessing students learning ...

    African Journals Online (AJOL)

    Systemic Assessment [SA] has been shown to be highly effective new tool in raising the level of students academic achievements, improve their ability to learn by enhancing the process of teaching and learning, and converts students from surface to deep learning. It also allow teacher to monitor students learning ...

  16. Formative assessment and learning analytics

    NARCIS (Netherlands)

    Tempelaar, D.T.; Heck, A.; Cuypers, H.; van der Kooij, H.; van de Vrie, E.; Suthers, D.; Verbert, K.; Duval, E.; Ochoa, X.

    2013-01-01

    Learning analytics seeks to enhance the learning process through systematic measurements of learning related data, and informing learners and teachers of the results of these measurements, so as to support the control of the learning process. Learning analytics has various sources of information,

  17. Performance Assessment National Review Group

    International Nuclear Information System (INIS)

    Lieberman, J.A.; Davis, S.N.; Harleman, D.R.F.

    1985-02-01

    Performance assessment involves predicting the potential radiological impact of a nuclear waste disposal system, taking into account all of the natural and engineered components of the system. It includes the analysis and evaluation of predicted system and component performance to determine compliance with regulatory performance criteria. In the context of the nuclear waste management program, performance assessment has five major purposes: to assist in the evaluation and selection of repository sites; to guide the research, development, and testing programs; to assist in the evaluation of repository designs; to assist in the evaluation of the design and performance of engineered barriers; and to show regulatory compliance and support repository licensing. Current performance assessment methodologies are still in the developmental stage. Only the simplest of bounding calculations have produced quantitative predictions of radionuclide releases. The methodologies require considerable extension and validation before they can provide answers suitable for project decisions and licensing. 135 refs., 9 figs., 1 tab

  18. Communicating Performance Assessments Results - 13609

    Energy Technology Data Exchange (ETDEWEB)

    Layton, Mark [Savannah River Remediation LLC, Building 705-1C, Aiken, SC 29808 (United States)

    2013-07-01

    The F-Area Tank Farms (FTF) and H-Area Tank Farm (HTF) are owned by the U.S. Department of Energy (DOE) and operated by Savannah River Remediation LLC (SRR), Liquid Waste Operations contractor at DOE's Savannah River Site (SRS). The FTF and HTF are active radioactive waste storage and treatment facilities consisting of 51 carbon steel waste tanks and ancillary equipment such as transfer lines, evaporators and pump tanks. Performance Assessments (PAs) for each Tank Farm have been prepared to support the eventual closure of the underground radioactive waste tanks and ancillary equipment. PAs provide the technical bases and results to be used in subsequent documents to demonstrate compliance with the pertinent requirements for final closure of the Tank Farms. The Tank Farms are subject to a number of regulatory requirements. The State regulates Tank Farm operations through an industrial waste water permit and through a Federal Facility Agreement approved by the State, DOE and the Environmental Protection Agency (EPA). Closure documentation will include State-approved Tank Farm Closure Plans and tank-specific closure modules utilizing information from the PAs. For this reason, the State of South Carolina and the EPA must be involved in the performance assessment review process. The residual material remaining after tank cleaning is also subject to reclassification prior to closure via a waste determination pursuant to Section 3116 of the Ronald W. Reagan National Defense Authorization Act of Fiscal Year 2005. PAs are performance-based, risk-informed analyses of the fate and transport of FTF and HTF residual wastes following final closure of the Tank Farms. Since the PAs serve as the primary risk assessment tools in evaluating readiness for closure, it is vital that PA conclusions be communicated effectively. In the course of developing the FTF and HTF PAs, several lessons learned have emerged regarding communicating PA results. When communicating PA results it is

  19. Teaching and Learning in Performance

    DEFF Research Database (Denmark)

    Høeg, Mette Obling

    : Findings in the fields of neuroscience and cognitive science suggest that our mind and consciousness are inherently embodied. According to this perspective everything we can learn and know is related to our embodied interactions with the world. Findings in these scientific fields also suggest that most...... of our thoughts and thinking processes are unconscious, and that abstract concepts, to a wide extend, are metaphorical. These ideas belong to the embodied cognition paradigm in cognitive science and lead us to the philosophical paradigm of experientialism. According to this paradigm human beings learn...

  20. Assessment for learning in innovation and entrepreneurship education

    DEFF Research Database (Denmark)

    Rasmussen, Radmila M.

    2017-01-01

    Purpose This chapter exemplifies how assessment is performed in innovation and entrepreneurship (I&E) at the university education and how educators apply and view formative assessment as an important tool in enhancing students’ learning outcomes. Methodology/approach A case study methodology...... to conduct assessment that stimulates students learning in I&E-education. Originality/value Considering that the research on how assessment in I&E-education impacts students learning is limited, this study provides important contribution by identifying links between formative assessment types and enhancement...... responsible educators focusing on alignment between learning goals, assessment forms and criteria, and feedback. Findings The analysis shows that educators emphasize the importance of formative and learner-centered assessment forms alongside summative, credit-giving assessment. Educators experience...

  1. Assessment of prior learning in vocational education and training

    DEFF Research Database (Denmark)

    Wahlgren, Bjarne; Aarkrog, Vibe

    ’ knowledge, skills and competences during the students’ performances and the methods that the teachers apply in order to assess the students’ prior learning in relation to the regulations of the current VET-program. In particular the study focuses on how to assess not only the students’ explicated knowledge......The article deals about the results of a study of the assessment of prior learning among adult workers who want to obtain formal qualifications as skilled workers. The study contributes to developing methods for assessing prior learning including both the teachers’ ways of eliciting the students...... and skills but also their competences, i.e. the way the students use their skills and knowledge to perform in practice. Based on a description of the assessment procedures the article discusses central issues in relation to the assessment of prior learning. The empirical data have been obtained in the VET...

  2. Technology enhanced peer learning and peer assessment

    DEFF Research Database (Denmark)

    Henriksen, Christian Bugge; Bregnhøj, Henrik; Rosthøj, Susanne

    2016-01-01

    This paper explores the application of learning designs featuring formalised and structured technology enhanced peer learning. These include student produced learning elements, peer review discussions and peer assessment in the BSc/MSc level summer course Restoration of European Ecosystems and Fr...... be a huge benefit from developing learning design patterns that facilitate informal peer learning and reinforce knowledge sharing practices.......This paper explores the application of learning designs featuring formalised and structured technology enhanced peer learning. These include student produced learning elements, peer review discussions and peer assessment in the BSc/MSc level summer course Restoration of European Ecosystems...... and Freshwaters (REEF), the Master thesis preparation seminars for the Master of Public Health (MPH) and the MOOC course Global Environmental Management (GEM). The application of student produced learning elements and peer review discussions is investigated by analyzing quotes from course evaluations...

  3. Using Machine Learning to Predict Student Performance

    OpenAIRE

    Pojon, Murat

    2017-01-01

    This thesis examines the application of machine learning algorithms to predict whether a student will be successful or not. The specific focus of the thesis is the comparison of machine learning methods and feature engineering techniques in terms of how much they improve the prediction performance. Three different machine learning methods were used in this thesis. They are linear regression, decision trees, and naïve Bayes classification. Feature engineering, the process of modification ...

  4. Performance assessment: a peer review

    International Nuclear Information System (INIS)

    Lieberman, J.A.; Lee, W.W.L.

    1986-01-01

    This paper describes the rationale, membership, operation and major observations of the Performance Assessment National Review Group. The Group was assembled by Weston at the request of the US Department of Energy Office of Civilian Radioactive Waste Management to review performance assessment work in the US basalt, salt and tuff repository projects. The purposes were to evaluate the adequacy of the current methods, identify deficiencies, and suggest potential improvement on repository performance assessment. To perform the review, Weston retained a group of distinguished consultants who have had extensive experience in disciplines pertinent to management of radioactive wastes including mathematical modeling of fluid transport. Topics reviewed included flow and transport, source term and uncertainty analysis. While the emphasis was on methodologies, the Projects were specifically requested to show currently available results so that the way they utilized familiar methodologies could be evaluated. This paper will highlight some of the technical observations of the Group as well as some managerial and institutional issues

  5. Assessing Complex Learning Objectives through Analytics

    Science.gov (United States)

    Horodyskyj, L.; Mead, C.; Buxner, S.; Semken, S. C.; Anbar, A. D.

    2016-12-01

    A significant obstacle to improving the quality of education is the lack of easy-to-use assessments of higher-order thinking. Most existing assessments focus on recall and understanding questions, which demonstrate lower-order thinking. Traditionally, higher-order thinking is assessed with practical tests and written responses, which are time-consuming to analyze and are not easily scalable. Computer-based learning environments offer the possibility of assessing such learning outcomes based on analysis of students' actions within an adaptive learning environment. Our fully online introductory science course, Habitable Worlds, uses an intelligent tutoring system that collects and responds to a range of behavioral data, including actions within the keystone project. This central project is a summative, game-like experience in which students synthesize and apply what they have learned throughout the course to identify and characterize a habitable planet from among hundreds of stars. Student performance is graded based on completion and accuracy, but two additional properties can be utilized to gauge higher-order thinking: (1) how efficient a student is with the virtual currency within the project and (2) how many of the optional milestones a student reached. In the project, students can use the currency to check their work and "unlock" convenience features. High-achieving students spend close to the minimum amount required to reach these goals, indicating a high-level of concept mastery and efficient methodology. Average students spend more, indicating effort, but lower mastery. Low-achieving students were more likely to spend very little, which indicates low effort. Differences on these metrics were statistically significant between all three of these populations. We interpret this as evidence that high-achieving students develop and apply efficient problem-solving skills as compared to lower-achieving student who use more brute-force approaches.

  6. Approaching Assessment from a Learning Perspective: Elevating Assessment beyond Technique

    Science.gov (United States)

    Simms, Michele; George, Beena

    2014-01-01

    Assessment is a key process in assuring quality education but how is it linked to the scholarship of teaching and learning (SoTL)? How can we join teaching and learning to the assessment process rather than view it as a stand-alone component in course and/or program development? This paper explores the relationship between assessment and the SoTL…

  7. DOE site performance assessment activities

    International Nuclear Information System (INIS)

    1990-07-01

    Information on performance assessment capabilities and activities was collected from eight DOE sites. All eight sites either currently dispose of low-level radioactive waste (LLW) or plan to dispose of LLW in the near future. A survey questionnaire was developed and sent to key individuals involved in DOE Order 5820.2A performance assessment activities at each site. The sites surveyed included: Hanford Site (Hanford), Idaho National Engineering Laboratory (INEL), Los Alamos National Laboratory (LANL), Nevada Test Site (NTS), Oak Ridge National Laboratory (ORNL), Paducah Gaseous Diffusion Plant (Paducah), Portsmouth Gaseous Diffusion Plant (Portsmouth), and Savannah River Site (SRS). The questionnaire addressed all aspects of the performance assessment process; from waste source term to dose conversion factors. This report presents the information developed from the site questionnaire and provides a comparison of site-specific performance assessment approaches, data needs, and ongoing and planned activities. All sites are engaged in completing the radioactive waste disposal facility performance assessment required by DOE Order 5820.2A. Each site has achieved various degrees of progress and have identified a set of critical needs. Within several areas, however, the sites identified common needs and questions

  8. Influencing Memory Performance in Learning Disabled Students through Semantic Processing.

    Science.gov (United States)

    Walker, Stephen C.; Poteet, James A.

    1989-01-01

    Thirty learning-disabled and 30 nonhandicapped intermediate grade children were assessed on memory performance for stimulus words, which were presented with congruent and noncongruent rhyming words and semantically congruent and noncongruent sentence frames. Both groups performed significantly better on words encoded using deep level congruent…

  9. Effects of ICT Assisted Real and Virtual Learning on the Performance of Secondary School Students

    Science.gov (United States)

    Deka, Monisha; Jena, Ananta Kumar

    2017-01-01

    The study aimed to assess the effect of ICT assisted real and virtual learning performance over the traditional approach of secondary school students. Non-Equivalent Pretest-Posttest Quasi Experimental Design used to assess and relate the effects of independent variables virtual learning on dependent variables (i.e. learning performance).…

  10. Assessing for Learning: Some Dimensions Underlying New Approaches to Educational Assessment.

    Science.gov (United States)

    Biggs, John

    1995-01-01

    Different models of performance assessment arise from interactions of three dimensions of assessment: the measurement versus the standards model of testing, quantitative and qualitative assumptions concerning the nature of learning, and whether learning and testing are situated or decontextualized. Addresses difficulties in implementing…

  11. Effect of students' learning styles on classroom performance in problem-based learning.

    Science.gov (United States)

    Alghasham, Abdullah A

    2012-01-01

    Since problem-based learning (PBL) sessions require a combination of active discussion, group interaction, and inductive and reflective thinking, students with different learning styles can be expected to perform differently in the PBL sessions. Using "Learning Style Inventory Questionnaire," students were divided into separate active and reflective learner groups. Tutors were asked to observe and assess the students' behavioral performance during the PBL sessions for a period of 5 weeks. A questionnaire of 24 items was developed to assess students' behavioral performance in PBL sessions. Active students tended to use multiple activities to obtain the needed information were more adjusted to the group norms and regulation and more skillful in using reasoning and problem-solving skills and in participation in discussion. On the other hand, reflective students used independent study more, listened actively and carefully to others and used previously acquired information in the discussion more frequently. Formative assessment quizzes did not indicate better performance of either group. There were no significant gender differences in PBL behavioral performance or quizzes' scores. Active and reflective learners differ in PBL class behavioral performance but not in the formative assessment. We recommend that students should be informed about their learning style and that they should learn strategies to compensate for any lacks in PBL sessions through self-study. Also, educational planners should ensure an adequate mix of students with different learning styles in the PBL groups to achieve PBL desired objectives.

  12. Peer/Self Assessment and Student Learning

    Science.gov (United States)

    Ndoye, Abdou

    2017-01-01

    Effective and durable learning achievements can result from students' engagement in their own learning. This study explored students' perceptions of the mechanisms and processes through which peer and self-assessment can contribute to their learning. More specifically, the study investigated students' perceived ways in which peer and…

  13. Assessment of (Computer-Supported) Collaborative Learning

    Science.gov (United States)

    Strijbos, J. -W.

    2011-01-01

    Within the (Computer-Supported) Collaborative Learning (CS)CL research community, there has been an extensive dialogue on theories and perspectives on learning from collaboration, approaches to scaffold (script) the collaborative process, and most recently research methodology. In contrast, the issue of assessment of collaborative learning has…

  14. Contribution of continuous assessment to student learning in ...

    African Journals Online (AJOL)

    The study seeks to find out whether continuous assessment contributes to students' performance mathematics. The objectives of this study were to find out whether; Students see continuous assessment as a motivating factor in their learning, there is any workload involved in filling of continuous assessment termly, ...

  15. The Challenge of Assessing Professional Competence in Work Integrated Learning

    Science.gov (United States)

    McNamara, Judith

    2013-01-01

    A fundamental aspect of work integrated learning (WIL) is the development of professional competence, the ability of students to perform in the workplace. Alignment theory therefore suggests that the assessment of WIL should include an assessment of students' demonstration of professional competence in the workplace. The assessment of professional…

  16. Performance assessment - risk assessment vive la differences

    International Nuclear Information System (INIS)

    Nitschke, R.L.

    1997-01-01

    In the sister worlds of radioactive waste management disposal and environmental restoration, there are two similar processes and computational approaches for determining the acceptability of the proposed activities. While similar, these two techniques can lead to confusion and misunderstanding if the differences are not recognized and appreciated. In the case of radioactive waste management, the performance assessment process is used to determine compliance with certain prescribed 'performance objectives'. These objectives are designed to ensure that the disposal of radioactive (high-level, low-level, and/or transuranic) waste will be protective of human health and the environment. The environmental link is primarily through assuring protection of the groundwater as a resource. In the case of environmental restoration, the risk assessment process is used to determine the proper remedial action response, if any, for a past hazardous waste release. The process compares the 'no action' or 'leave as is' option with both carcinogenic and noncarcinogenic values for human health to determine the need for any action and to help to help determine just what the appropriate action would need to be. The impacts to the ecological system are evaluated in a slightly, different but similar fashion. Now the common objectives between these two processes notwithstanding. There are some key and fundamental differences that need to be answered that make direct comparisons or a common approach inappropriate. Failure to recognize this can lead to confusion and misunderstanding. This can be particularly problematic when one is faced with an active disposal facility located within the boundaries of an environmental restoration site as is the case at the Idaho National Engineering Laboratory (INEL). Through a critical evaluation of the performance assessment and risk assessment processes, highlighting both similarities and differences, it is hoped that greater understanding and appreciation

  17. Power performance assessment. Final report

    International Nuclear Information System (INIS)

    Frandsen, S.

    1998-12-01

    In the increasingly commercialised wind power marketplace, the lack of precise assessment methods for the output of an investment is becoming a barrier for wider penetration of wind power. Thus, addressing this problem, the overall objectives of the project are to reduce the financial risk in investment in wind power projects by significantly improving the power performance assessment methods. Ultimately, if this objective is successfully met, the project may also result in improved tuning of the individual wind turbines and in optimisation methods for wind farm operation. The immediate, measurable objectives of the project are: To prepare a review of existing contractual aspects of power performance verification procedures of wind farms; to provide information on production sensitivity to specific terrain characteristics and wind turbine parameters by analyses of a larger number of wind farm power performance data available to the proposers; to improve the understanding of the physical parameters connected to power performance in complex environment by comparing real-life wind farm power performance data with 3D computational flow models and 3D-turbulence wind turbine models; to develop the statistical framework including uncertainty analysis for power performance assessment in complex environments; and to propose one or more procedures for power performance evaluation of wind power plants in complex environments to be applied in contractual agreements between purchasers and manufacturers on production warranties. Although the focus in this project is on power performance assessment the possible results will also be of benefit to energy yield forecasting, since the two tasks are strongly related. (au) JOULE III. 66 refs.; In Co-operation Renewable Energy System Ltd. (GB); Centre for Renewable Energy (GR); Aeronautic Research Centre (SE); National Engineering Lab. (GB); Public Power Cooperation (GR)

  18. Assessing Learned Helplessness in Poor Readers.

    Science.gov (United States)

    Winograd, Peter; Niquette, Garland

    1988-01-01

    Feelings of helplessness can impact on learning to read. This research review illustrates problems in assessing learned helplessness, including instrumentation inadequacies, lack of comprehensive causal schemes, context specificity, etc. Observations of and discussions with the child are recommended in the assessment process. Guidelines for…

  19. Triangulating Assessment of Online Collaborative Learning

    Science.gov (United States)

    Lock, Jennifer; Johnson, Carol

    2015-01-01

    Collaboration plays an integral role in the construction of knowledge in online learning environments. A supportive foundation for learning can be created through the intentional design of formative and summative assessments that embrace self-, peer-, and instructor assessment practices. The purpose of this article is to: (1) examine current…

  20. Improving Open Access through Prior Learning Assessment

    Science.gov (United States)

    Yin, Shuangxu; Kawachi, Paul

    2013-01-01

    This paper explores and presents new data on how to improve open access in distance education through using prior learning assessments. Broadly there are three types of prior learning assessment (PLAR): Type-1 for prospective students to be allowed to register for a course; Type-2 for current students to avoid duplicating work-load to gain…

  1. FORMATIVE ASSESSMENT MODEL OF LEARNING SUCCESS ACHIEVEMENTS

    Directory of Open Access Journals (Sweden)

    Mikhailova Elena Konstantinovna

    2013-05-01

    Full Text Available The paper is devoted to the problem of assessment of the school students’ learning success achievements. The problem is investigated from the viewpoint of assessing the students’ learning outcomes that is aimed to ensure the teachers and students with the means and conditions to improve the educational process and results.

  2. Human Spaceflight Conjunction Assessment: Lessons Learned

    Science.gov (United States)

    Smith, Jason T.

    2011-01-01

    This viewgraph presentation reviews the process of a human space flight conjunction assessment and lessons learned from the more than twelve years of International Space Station (ISS) operations. Also, the application of these lessons learned to a recent ISS conjunction assessment with object 84180 on July 16, 2009 is also presented.

  3. Semantic modeling of portfolio assessment in e-learning environment

    Directory of Open Access Journals (Sweden)

    Lucila Romero

    2017-01-01

    Full Text Available In learning environment, portfolio is used as a tool to keep track of learner’s progress. Particularly, when it comes to e-learning, continuous assessment allows greater customization and efficiency in learning process and prevents students lost interest in their study. Also, each student has his own characteristics and learning skills that must be taken into account in order to keep learner`s interest. So, personalized monitoring is the key to guarantee the success of technology-based education. In this context, portfolio assessment emerge as the solution because is an easy way to allow teacher organize and personalize assessment according to students characteristic and need. A portfolio assessment can contain various types of assessment like formative assessment, summative assessment, hetero or self-assessment and use different instruments like multiple choice questions, conceptual maps, and essay among others. So, a portfolio assessment represents a compilation of all assessments must be solved by a student in a course, it documents progress and set targets. In previous work, it has been proposed a conceptual framework that consist of an ontology network named AOnet which is a semantic tool conceptualizing different types of assessments. Continuing that work, this paper presents a proposal to implement portfolios assessment in e-learning environments. The proposal consists of a semantic model that describes key components and relations of this domain to set the bases to develop a tool to generate, manage and perform portfolios assessment.

  4. Precision Learning Assessment: An Alternative to Traditional Assessment Techniques.

    Science.gov (United States)

    Caltagirone, Paul J.; Glover, Christopher E.

    1985-01-01

    A continuous and curriculum-based assessment method, Precision Learning Assessment (PLA), which integrates precision teaching and norm-referenced techniques, was applied to a math computation curriculum for 214 third graders. The resulting districtwide learning curves defining average annual progress through the computation curriculum provided…

  5. Greek Young Adults with Specific Learning Disabilities Seeking Learning Assessments

    Science.gov (United States)

    Bonti, Eleni; Bampalou, Christina E.; Kouimtzi, Eleni M.; Kyritsis, Zacharias

    2018-01-01

    The purpose of this study is to investigate the reasons why Greek young adults with Specific Learning Disabilities (SLD) seek learning assessments. The study sample consisted of 106 adults meeting Diagnostic and Statistical Manual of Mental Disorders criteria for SLD. Data were collected through self-report records (clinical interview) of adults…

  6. Limitless Learning: Assessing Social Media Use for Global Workplace Learning

    Science.gov (United States)

    Breunig, Karl Joachim

    2016-01-01

    Purpose: This empirical paper aims to assess how social media can foster workplace learning within a globally dispersed project environment. In general, there are few studies on the use of social media in organizations, and many of these emphasize on issues related to knowledge transfer. Although learning traditionally has been as acquisition of…

  7. Performance management when innovation and learning become critical performance indicators

    NARCIS (Netherlands)

    Molleman, E.; Timmerman, H.

    2003-01-01

    If the organization's leading performance indicators shift towards innovation and the creation of knowledge, this will result in more non-routine work and a higher level of interdependency among workers. We argue that a contingent performance management (PM) system has to focus on Learning and group

  8. Methodology for NDA performance assessment

    International Nuclear Information System (INIS)

    Cuypers, M.; Franklin, M.; Guardini, S.

    1986-01-01

    In the framework of the RandD programme of the Joint Research Centre of the Commission of the European Communities, a considerable effort is being dedicated to performance assessment of NDA techniques taking account of field conditions. By taking account of field conditions is meant measurement samples of the size encountered in practice and training which allows inspectors to design cost efficient verification plans for the real situations encountered in the field. Special laboratory facilities referred to as PERLA are being constructed for this purpose. These facilities will be used for measurement experiments and for training. In this paper, performance assessment is discussed under the headings of measurement capability and in-field effectiveness. Considerable emphasis is given to the role of method specific measurement error models. The authors outline the advantages of giving statistical error models a sounder basis in the physical phenomenology of the measurement method

  9. Preliminary melter performance assessment report

    International Nuclear Information System (INIS)

    Elliott, M.L.; Eyler, L.L.; Mahoney, L.A.; Cooper, M.F.; Whitney, L.D.; Shafer, P.J.

    1994-08-01

    The Melter Performance Assessment activity, a component of the Pacific Northwest Laboratory's (PNL) Vitrification Technology Development (PVTD) effort, was designed to determine the impact of noble metals on the operational life of the reference Hanford Waste Vitrification Plant (HWVP) melter. The melter performance assessment consisted of several activities, including a literature review of all work done with noble metals in glass, gradient furnace testing to study the behavior of noble metals during the melting process, research-scale and engineering-scale melter testing to evaluate effects of noble metals on melter operation, and computer modeling that used the experimental data to predict effects of noble metals on the full-scale melter. Feed used in these tests simulated neutralized current acid waste (NCAW) feed. This report summarizes the results of the melter performance assessment and predicts the lifetime of the HWVP melter. It should be noted that this work was conducted before the recent Tri-Party Agreement changes, so the reference melter referred to here is the Defense Waste Processing Facility (DWPF) melter design

  10. Koeberg - Performance and lessons learned

    International Nuclear Information System (INIS)

    Oaten, B.E.

    1990-01-01

    The paper gives a summary of Plant Performance since build in terms of broad indicators such as total energy, availability, total radiation doses and radioactive waste generation. Success in nuclear and conventional safety, radwaste management, chemical management and special projects are highlighted. The difficulties and achievements in training staff for an isolated nuclear facility are discussed. Some systems have had redundancy improved through the inclusion of optional plant and the benefit of two such options is indicated. Operating regimes that improve fuel utilization are described and progress in occurrence reporting is shown. The success of community relations and conservation programmes are outlined. (author)

  11. Koeberg - Performance and lessons learned

    Energy Technology Data Exchange (ETDEWEB)

    Oaten, B E [Koeberg Nuclear Power Station, Melkbosstrand (South Africa)

    1990-06-01

    The paper gives a summary of Plant Performance since build in terms of broad indicators such as total energy, availability, total radiation doses and radioactive waste generation. Success in nuclear and conventional safety, radwaste management, chemical management and special projects are highlighted. The difficulties and achievements in training staff for an isolated nuclear facility are discussed. Some systems have had redundancy improved through the inclusion of optional plant and the benefit of two such options is indicated. Operating regimes that improve fuel utilization are described and progress in occurrence reporting is shown. The success of community relations and conservation programmes are outlined. (author)

  12. Conceptualizing impact assessment as a learning process

    International Nuclear Information System (INIS)

    Sánchez, Luis E.; Mitchell, Ross

    2017-01-01

    This paper explores how project developers and their consultants, government regulators and stakeholders can learn from the impact assessment (IA) process, thus potentially improving its effectiveness and enhancing project sustainability. Despite the benefits that learning can bring to an organization, failure to learn appears commonplace both within the IA process and, once approved, subsequent industrial development. To nurture organizational learning through IA, enabling structures that foster information sharing and interpretation and enhance organizational memory are needed. In this paper learning outcomes are grouped into three categories: acquisition of knowledge and skills, developing new behaviors and developing sustainability-oriented norms and values. Means to achieve such outcomes include education and training, experiential learning, learning through public participation (social learning) and a ‘learning organization approach’. Societal expectations increasingly demand not only projects that ‘pass’ the review criteria of regulators, financiers and the community, but IA processes capable of delivering sustainable outcomes that include learning and sharing of knowledge. It is proposed that learning be treated as a purposeful – not as an accidental – outcome of IA, and facilitated by adopting a ‘learning organization approach’ coupled with best practice such as early stakeholder engagement. - Highlights: • Proponents are challenged to develop projects that deliver sustainable outcomes. • Passing the test of government approval may be insufficient to obtain a social license. • Learning by all stakeholders is vital to meet these challenges. • Learning outcomes have to go beyond instrumental learning to reach new behaviors, norms and values. • A “learning organization approach” can promote mutual learning and improve project design.

  13. Conceptualizing impact assessment as a learning process

    Energy Technology Data Exchange (ETDEWEB)

    Sánchez, Luis E., E-mail: lsanchez@usp.br [Escola Politécnica, University of São Paulo, Av. Prof. Mello Moraes, 2373, 05508-900 São Paulo (Brazil); Mitchell, Ross, E-mail: ross.mitchell@ualberta.net [Shell International Exploration & Production BV (Netherlands)

    2017-01-15

    This paper explores how project developers and their consultants, government regulators and stakeholders can learn from the impact assessment (IA) process, thus potentially improving its effectiveness and enhancing project sustainability. Despite the benefits that learning can bring to an organization, failure to learn appears commonplace both within the IA process and, once approved, subsequent industrial development. To nurture organizational learning through IA, enabling structures that foster information sharing and interpretation and enhance organizational memory are needed. In this paper learning outcomes are grouped into three categories: acquisition of knowledge and skills, developing new behaviors and developing sustainability-oriented norms and values. Means to achieve such outcomes include education and training, experiential learning, learning through public participation (social learning) and a ‘learning organization approach’. Societal expectations increasingly demand not only projects that ‘pass’ the review criteria of regulators, financiers and the community, but IA processes capable of delivering sustainable outcomes that include learning and sharing of knowledge. It is proposed that learning be treated as a purposeful – not as an accidental – outcome of IA, and facilitated by adopting a ‘learning organization approach’ coupled with best practice such as early stakeholder engagement. - Highlights: • Proponents are challenged to develop projects that deliver sustainable outcomes. • Passing the test of government approval may be insufficient to obtain a social license. • Learning by all stakeholders is vital to meet these challenges. • Learning outcomes have to go beyond instrumental learning to reach new behaviors, norms and values. • A “learning organization approach” can promote mutual learning and improve project design.

  14. Assessing the Performance of Natural Resource Systems

    Directory of Open Access Journals (Sweden)

    Bruce Campbell

    2002-01-01

    Full Text Available Assessing the performance of management is central to natural resource management, in terms of improving the efficiency of interventions in an adaptive-learning cycle. This is not simple, given that such systems generally have multiple scales of interaction and response; high frequency of nonlinearity, uncertainty, and time lags; multiple stakeholders with contrasting objectives; and a high degree of context specificity. The importance of bounding the problem and preparing a conceptual model of the system is highlighted. We suggest that the capital assets approach to livelihoods may be an appropriate organizing principle for the selection of indicators of system performance. In this approach, five capital assets are recognized: physical, financial, social, natural, and human. A number of principles can be derived for each capital asset; indicators for assessing system performance should cover all of the principles. To cater for multiple stakeholders, participatory selection of indicators is appropriate, although when cross-site comparability is required, some generic indicators are suitable. Because of the high degree of context specificity of natural resource management systems, a typology of landscapes or resource management domains may be useful to allow extrapolation to broader systems. The problems of nonlinearities, uncertainty, and time lags in natural resource management systems suggest that systems modeling is crucial for performance assessment, in terms of deriving "what would have happened anyway" scenarios for comparison to the measured trajectory of systems. Given that a number of indicators are necessary for assessing performance, the question becomes whether these can be combined to give an integrative assessment. We explore five possible approaches: (1 simple additive index, as used for the Human Development Index; (2 derived variables (e.g., principal components as the indices of performance; (3 two-dimensional plots of

  15. Assessing Student Behaviors and Motivation for Actively Learning Biology

    Science.gov (United States)

    Moore, Michael Edward

    Vision and Change states that one of the major changes in the way we design biology courses should be a switch in approach from teacher-centered learning to student-centered learning and identifies active learning as a recommended methods. Studies show performance benefits for students taking courses that use active learning. What is unknown is why active learning is such an effective instructional tool and the limits of this instructional method’s ability to influence performance. This dissertation builds a case in three steps for why active learning is an effective instructional tool. In step one, I assessed the influence of different types of active learning (clickers, group activities, and whole class discussions) on student engagement behavior in one semester of two different introductory biology courses and found that active learning positively influenced student engagement behavior significantly more than lecture. For step two, I examined over four semesters whether student engagement behavior was a predictor of performance and found participation (engagement behavior) in the online (video watching) and in-class course activities (clicker participation) that I measure were significant predictors of performance. In the third, I assessed whether certain active learning satisfied the psychological needs that lead to students’ intrinsic motivation to participate in those activities when compared over two semesters and across two different institutions of higher learning. Findings from this last step show us that student’s perceptions of autonomy, competency, and relatedness in doing various types of active learning are significantly higher than lecture and consistent across two institutions of higher learning. Lastly, I tie everything together, discuss implications of the research, and address future directions for research on biology student motivation and behavior.

  16. Focusing on the essentials: learning for performance.

    Science.gov (United States)

    Murphy, Catherine J

    2008-12-10

    As The World health report 2006 emphasized, there is increasing consensus that training programmes should focus on "know-how" instead of "know-all." Health workers need to know how to do the job they will be expected to do. IntraHealth International's Learning for performance: a guide and toolkit for health worker training and education programs offers a step-by-step, customizable approach designed to develop the right skills linked to job responsibilities. Using Learning for performance (LFP) yields more efficient training that focuses on what is essential for health workers to do their jobs and on effective learning methods, while addressing the factors that ensure application of new skills on the job. This brief communication describes the Learning for performance approach and initial findings from its application for pre-service education and in-service training in three countries: India, Mali and Bangladesh. Based on IntraHealth's experiences, the author provides thoughts on how LFP's performance-based learning approach can be a useful tool in training scale-up to strengthen human resources for health.

  17. Focusing on the essentials: learning for performance

    Directory of Open Access Journals (Sweden)

    Murphy Catherine J

    2008-12-01

    Full Text Available Abstract As The World health report 2006 emphasized, there is increasing consensus that training programmes should focus on "know-how" instead of "know-all." Health workers need to know how to do the job they will be expected to do. IntraHealth International's Learning for performance: a guide and toolkit for health worker training and education programs offers a step-by-step, customizable approach designed to develop the right skills linked to job responsibilities. Using Learning for performance (LFP yields more efficient training that focuses on what is essential for health workers to do their jobs and on effective learning methods, while addressing the factors that ensure application of new skills on the job. This brief communication describes the Learning for performance approach and initial findings from its application for pre-service education and in-service training in three countries: India, Mali and Bangladesh. Based on IntraHealth's experiences, the author provides thoughts on how LFP's performance-based learning approach can be a useful tool in training scale-up to strengthen human resources for health.

  18. Sleep loss, learning capacity and academic performance.

    Science.gov (United States)

    Curcio, Giuseppe; Ferrara, Michele; De Gennaro, Luigi

    2006-10-01

    At a time when several studies have highlighted the relationship between sleep, learning and memory processes, an in-depth analysis of the effects of sleep deprivation on student learning ability and academic performance would appear to be essential. Most studies have been naturalistic correlative investigations, where sleep schedules were correlated with school and academic achievement. Nonetheless, some authors were able to actively manipulate sleep in order to observe neurocognitive and behavioral consequences, such as learning, memory capacity and school performance. The findings strongly suggest that: (a) students of different education levels (from school to university) are chronically sleep deprived or suffer from poor sleep quality and consequent daytime sleepiness; (b) sleep quality and quantity are closely related to student learning capacity and academic performance; (c) sleep loss is frequently associated with poor declarative and procedural learning in students; (d) studies in which sleep was actively restricted or optimized showed, respectively, a worsening and an improvement in neurocognitive and academic performance. These results may been related to the specific involvement of the prefrontal cortex (PFC) in vulnerability to sleep loss. Most methodological limitations are discussed and some future research goals are suggested.

  19. Communicating Learning Outcomes and Student Performance through the Student Transcript

    Science.gov (United States)

    Kenyon, George; Barnes, Cynthia

    2010-01-01

    The university accreditation process now puts more emphasis on self assessment. This change requires universities to identify program objectives, performance indicators, and areas for improvement. Many accrediting institutions are requiring that institutions communicate clearly to constituents: 1) what learning outcomes were achieved by students,…

  20. Active Learning Improves Student Performance in a Respiratory Physiology Lab

    Science.gov (United States)

    Wolf, Alex M.; Liachovitzky, Carlos; Abdullahi, Abass S.

    2015-01-01

    This study assessed the effectiveness of the introduction of active learning exercises into the anatomy and physiology curriculum in a community college setting. Specifically, the incorporation of a spirometry-based respiratory physiology lab resulted in improved student performance in two concepts (respiratory volumes and the hallmarks of…

  1. Assessing student clinical learning experiences.

    Science.gov (United States)

    Nehyba, Katrine; Miller, Susan; Connaughton, Joanne; Singer, Barbara

    2017-08-01

    This article describes the use of an activity worksheet and questionnaire to investigate the learning experience of students on clinical placement. The worksheet measures the amount of time students spend in different learning activities, and the questionnaire explores student satisfaction and preferred learning activities. An activity worksheet and questionnaire … investigate[d] the learning experiences of students on clinical placement METHODS: The activity worksheet and questionnaire were used in a cohort pilot study of physiotherapy students on clinical placement. The activity worksheet provides details of the amount of time students engage in a range of clinical and non-clinical tasks while on placement, such as time spent treating patients, working individually, working with their peers and engaging in reflective practice. In combination with the questionnaire results, it allows clinicians to gain an understanding of the clinical learning environment experienced by their students. The data collected using these tools provide a description of the students' activities while undertaking the clinical placement. This information may guide the refinement of the clinical experience, and offers an opportunity to individualise learning activities to match students' needs and preferences. © 2016 John Wiley & Sons Ltd and The Association for the Study of Medical Education.

  2. Ability Of Mathematical Reasoning in SMK 10th Grade with LAPS- Heuristic using Performance Assessment

    OpenAIRE

    Aulia Nur Arivina; Masrukan Masrukan; Ardhi Prabowo

    2017-01-01

    The purposes of this research are: (1) Test the learning with LAPS-Heuristic model using performance assessment on 10th grade of Trigonometry material is complete, (2) to test the difference of students' mathematical reasoning ability on 10th grade of Trigonometry material between the learning model of LAPS-Heuristic using performance assessment, LAPS-Heuristic learning model with Expository learning model, (3) test the ability of mathematical reasoning with learning model of LAPS-Heuristik o...

  3. Making Intercultural Language Learning Visible and Assessable

    Science.gov (United States)

    Moloney, Robyn; Harbon, Lesley

    2010-01-01

    While languages education (Liddicoat, 2002) is being transformed by intercultural language learning theory, there is little illustration of either how students are achieving intercultural learning or how to assess it. This article reports on a study of high school language students in Sydney, Australia. Its findings make visible student…

  4. Salt site performance assessment activities

    International Nuclear Information System (INIS)

    Kircher, J.F.; Gupta, S.K.

    1983-01-01

    During this year the first selection of the tools (codes) for performance assessments of potential salt sites have been tentatively selected and documented; the emphasis has shifted from code development to applications. During this period prior to detailed characterization of a salt site, the focus is on bounding calculations, sensitivity and with the data available. The development and application of improved methods for sensitivity and uncertainty analysis is a focus for the coming years activities and the subject of a following paper in these proceedings. Although the assessments to date are preliminary and based on admittedly scant data, the results indicate that suitable salt sites can be identified and repository subsystems designed which will meet the established criteria for protecting the health and safety of the public. 36 references, 5 figures, 2 tables

  5. Assessment in Open and Distance Learning System (ODL: A Challenge

    Directory of Open Access Journals (Sweden)

    S. V. S. Chaudhary

    2013-09-01

    Full Text Available Assessment is an integral part of the learning process. The traditional practice of assessment has changed to meet the need of the contemporary society. In this paper assessment strategies used in Open and Distance Education are discussed and constructive suggestions are given to meet the challenges of assessment. Recently we experience a paradigm shift in assessment both in face-to-face and ODL system. Content-based testing has shifted to performance-based assessment. Assessment is no longer used for grading and certification, rather it has linked with learning and skill development of the students. Instead of a single paper pencil test, a variety of techniques and methods are being increasingly conducted. In this context assessment in the ODL system has adopted a new shape to provide better assessment judgments to its students and at the same time helping teachers and administrators. Coping with the changing scenario in ODL we face challenges addressed extensively in this article.

  6. Can teachers use assessment to improve learning?

    Directory of Open Access Journals (Sweden)

    Paul Black

    2009-12-01

    Full Text Available This article discusses two different purposes of assessment: formative assessment is designed to support pupils’ learning, whilst summative assessment is designed to review what has been learnt, perhaps to record it in certificates or diplomas. Formative assessment is concerned with the frequent interactions between teacher and pupils which are essential if the teacher’s plans can be matched to the learning needs of the pupils. Teachers who are accustomed to simply telling pupils, rather than engaging them in dialogue, find it hard to change. Pupils also have to change from passive reception to active engagement in the learning. Formative work can be undermined if pupils or teachers are worry too much about summative tests; such worry can lead them to focus entirely on practising for the tests and not on the good habits of learning which would in fact be the best preparation for doing well in them.

  7. The DECADE performance assessment program

    International Nuclear Information System (INIS)

    Weber, B.V.; Ottinger, P.F.; Commisso, R.J.; Thompson, J.; Rowley, J.E.; Filios, P.; Babineau, M.A.

    1996-01-01

    Previous analyses of DECADE Module 1 experiments indicated significant current loss between the plasma opening switch (POS) and an electron-beam load. A program was initiated to diagnose and improve the power flow to assess the performance of a multi-module DECADE system. Power flow measurements between the POS and load indicate high vacuum flow, distributed current loss and azimuthal asymmetries. A decreased load impedance reduces the fraction of the load current flowing in vacuum. Improved plasma source symmetry reduces losses near the load for long conduction times. Increased POS impedance is required to significantly improve the power coupling to the load. (author). 6 figs., 9 refs

  8. The DECADE performance assessment program

    Energy Technology Data Exchange (ETDEWEB)

    Weber, B V; Ottinger, P F; Commisso, R J [Naval Research Lab., Washington, DC (United States). Plasma Physics Div.; Goyer, J R; Kortbawi, D [Physics International Co., Berkeley, CA (United States); Thompson, J [Maxwell Labs., San Diego, CA (United States); Rowley, J E; Filios, P [Defense Nuclear Agency, Alexandria, VA (United States); Babineau, M A [Sverdlup Technology, Tullahoma, TN (United States)

    1997-12-31

    Previous analyses of DECADE Module 1 experiments indicated significant current loss between the plasma opening switch (POS) and an electron-beam load. A program was initiated to diagnose and improve the power flow to assess the performance of a multi-module DECADE system. Power flow measurements between the POS and load indicate high vacuum flow, distributed current loss and azimuthal asymmetries. A decreased load impedance reduces the fraction of the load current flowing in vacuum. Improved plasma source symmetry reduces losses near the load for long conduction times. Increased POS impedance is required to significantly improve the power coupling to the load. (author). 6 figs., 9 refs.

  9. Performance assessment of coupled processes

    International Nuclear Information System (INIS)

    Pigford, T.H.

    1987-01-01

    The author considers all processes to be coupled. For example, a waste package heats the surrounding rock and its pore water, creating gradients in density and pressure that result in increased water flow. That process can be described as coupled, in that the flow is a consequence of heating. In a narrower sense, one speaks also of the more weakly coupled transport processes, expressed by the Onsager reciprocal relations, that state that a transport current, i.e., flux, of heat is accompanied by a small transport current of material, as evidenced in isotope separation by thermal diffusion, the Thompson effect in thermoelectricity, etc. This paper presents a performance assessment of coupled processes

  10. Assessing students' readiness towards e-learning

    Science.gov (United States)

    Rahim, Nasrudin Md; Yusoff, Siti Hawa Mohd; Latif, Shahida Abd

    2014-07-01

    The usage of e-Learning methodology has become a new attraction for potential students as shown by some higher learning institutions in Malaysia. As such, Universiti Selangor (Unisel) should be ready to embark on e-Learning teaching and learning in the near future. The purpose of the study is to gauge the readiness of Unisel's students in e-Learning environment. A sample of 110 students was chosen to participate in this study which was conducted in January 2013. This sample consisted of students from various levels of study that are foundation, diploma and degree program. Using a structured questionnaire, respondents were assessed on their basic Internet skills, access to technology required for e-Learning and their attitude towards characteristics of successful e-Learning student based on study habits, abilities, motivation and time management behaviour. The result showed that respondents did have access to technology that are required for e-Learning environment, and respondents were knowledgeable regarding the basic Internet skills. The finding also showed that respondents' attitude did meet all characteristics of successful e-Learning student. Further analysis showed that there is no significant relationshipeither among gender, level of study or faculty with those characteristics. As a conclusion, the study shows that current Unisel's students are ready to participate in e-Learning environment if the institution decided to embark on e-Learning methodology.

  11. Assessment for Learning Tasks and the Peer Assessment Process

    Science.gov (United States)

    Lauf, Lorraine; Dole, Shelley

    2010-01-01

    A program of Assessment for Learning (AfL) was implemented with 107 Year 12 students as part of their preparation for a major external test. Students completed extended mathematics tasks and selected student responses were used for peer assessment purposes. This paper reports on two of the AfL elements, namely task selection and peer assessment as…

  12. Effects of Collaborative Learning Styles on Performance of Students in a Ubiquitous Collaborative Mobile Learning Environment

    Science.gov (United States)

    Fakomogbon, Michael Ayodele; Bolaji, Hameed Olalekan

    2017-01-01

    Collaborative learning is an approach employed by instructors to facilitate learning and improve learner's performance. Mobile learning can accommodate a variety of learning approaches. This study, therefore, investigated the effects of collaborative learning styles on performance of students in a mobile learning environment. The specific purposes…

  13. Designing Second Language Performance Assessments. Technical Report.

    Science.gov (United States)

    Norris, John M.; Brown, James Dean; Hudson, Thom; Yoshioka, Jim

    This technical report focuses on the decision-making potential provided by second language performance assessments. First, performance assessment is situated within the broader discussion of alternatives in language assessment and in educational assessment in general. Next, issues in performance assessment design, implementation, reliability, and…

  14. Active explorers show low learning performance in a social insect

    Institute of Scientific and Technical Information of China (English)

    Eve UDINO; Margot PEREZ; Claudio CARERE; Patrizia d'ETTORRE

    2017-01-01

    An intriguing question in behavioral biology is whether consistent individual differences (called animal personalities) relate to variation in cognitive performance because commonly measured personality traits may be associated with risk-reward trade-offs.Social insects,whose learning abilities have been extensively characterized,show consistent behavioral variability,both at colony and at individual level.We investigated the possible link between personality traits and learning performance in the carpenter ant Camponotus aethiops.Exploratory activity,sociability,and aggression were assessed twice in ant foragers.Behaviors differed among individuals,they were partly repeatable across time and exploratory activity correlated positively with aggression.Learning abilities were quantified by differential conditioning of the maxilla-labium extension response,a task that requires cue perception and information storage.We found that exploratory activity of individual ants significantly predicted learning performance:"active-explorers" were slower in learning the task than "inactive-explorers".The results suggest for the first time a link between a personality trait and cognitive performance in eusocial insects,and that the underlying individual variability could affect colony performance and success.

  15. Quality assurance in performance assessments

    International Nuclear Information System (INIS)

    Maul, P.R.; Watkins, B.M.; Salter, P.; Mcleod, R

    1999-01-01

    Following publication of the Site-94 report, SKI wishes to review how Quality Assurance (QA) issues could be treated in future work both in undertaking their own Performance Assessment (PA) calculations and in scrutinising documents supplied by SKB (on planning a repository for spent fuels in Sweden). The aim of this report is to identify the key QA issues and to outline the nature and content of a QA plan which would be suitable for SKI, bearing in mind the requirements and recommendations of relevant standards. Emphasis is on issues which are specific to Performance Assessments for deep repositories for radioactive wastes, but consideration is also given to issues which need to be addressed in all large projects. Given the long time over which the performance of a deep repository system must be evaluated, the demonstration that a repository is likely to perform satisfactorily relies on the use of computer-generated model predictions of system performance. This raises particular QA issues which are generally not encountered in other technical areas (for instance, power station operations). The traceability of the arguments used is a key QA issue, as are conceptual model uncertainty, and code verification and validation; these were all included in the consideration of overall uncertainties in the Site-94 project. Additionally, issues which are particularly relevant to SKI include: How QA in a PA fits in with the general QA procedures of the organisation undertaking the work. The relationship between QA as applied by the regulator and the implementor of a repository development programme. Section 2 introduces the discussion of these issues by reviewing the standards and guidance which are available from national and international organisations. This is followed in Section 3 by a review of specific issues which arise from the Site-94 exercise. An outline procedure for managing QA issues in SKI is put forward as a basis for discussion in Section 4. It is hoped that

  16. Quality assurance in performance assessments

    Energy Technology Data Exchange (ETDEWEB)

    Maul, P.R.; Watkins, B.M.; Salter, P.; Mcleod, R [QuantiSci Ltd, Henley-on-Thames (United Kingdom)

    1999-01-01

    Following publication of the Site-94 report, SKI wishes to review how Quality Assurance (QA) issues could be treated in future work both in undertaking their own Performance Assessment (PA) calculations and in scrutinising documents supplied by SKB (on planning a repository for spent fuels in Sweden). The aim of this report is to identify the key QA issues and to outline the nature and content of a QA plan which would be suitable for SKI, bearing in mind the requirements and recommendations of relevant standards. Emphasis is on issues which are specific to Performance Assessments for deep repositories for radioactive wastes, but consideration is also given to issues which need to be addressed in all large projects. Given the long time over which the performance of a deep repository system must be evaluated, the demonstration that a repository is likely to perform satisfactorily relies on the use of computer-generated model predictions of system performance. This raises particular QA issues which are generally not encountered in other technical areas (for instance, power station operations). The traceability of the arguments used is a key QA issue, as are conceptual model uncertainty, and code verification and validation; these were all included in the consideration of overall uncertainties in the Site-94 project. Additionally, issues which are particularly relevant to SKI include: How QA in a PA fits in with the general QA procedures of the organisation undertaking the work. The relationship between QA as applied by the regulator and the implementor of a repository development programme. Section 2 introduces the discussion of these issues by reviewing the standards and guidance which are available from national and international organisations. This is followed in Section 3 by a review of specific issues which arise from the Site-94 exercise. An outline procedure for managing QA issues in SKI is put forward as a basis for discussion in Section 4. It is hoped that

  17. Assessment of Student Performance in a PSI College Physics Course Using Ausubel's Learning Theory as a Theoretical Framework for Content Organization.

    Science.gov (United States)

    Moriera, M. A.

    1979-01-01

    David Ausubel's learning theory was used as a framework for the content organization of an experimental Personalized System of Instruction (PSI) course in physics. Evaluation suggests that the combination of PSI as a method of instruction and Ausubel's theory for organization might result in better learning outcomes. (Author/JMD)

  18. Improved power performance assessment methods

    Energy Technology Data Exchange (ETDEWEB)

    Frandsen, S; Antoniou, I; Dahlberg, J A [and others

    1999-03-01

    The uncertainty of presently-used methods for retrospective assessment of the productive capacity of wind farms is unacceptably large. The possibilities of improving the accuracy have been investigated and are reported. A method is presented that includes an extended power curve and site calibration. In addition, blockage effects with respect to reference wind speed measurements are analysed. It is found that significant accuracy improvements are possible by the introduction of more input variables such as turbulence and wind shear, in addition to mean wind speed and air density. Also, the testing of several or all machines in the wind farm - instead of only one or two - may provide a better estimate of the average performance. (au)

  19. Impact of self-assessment by students on their learning.

    Science.gov (United States)

    Sharma, Rajeev; Jain, Amit; Gupta, Naveenta; Garg, Sonia; Batta, Meenal; Dhir, Shashi Kant

    2016-01-01

    Tutor assessment is sometimes also considered as an exercise of power by the assessor over assesses. Student self-assessment is the process by which the students gather information about and reflect on their own learning and is considered to be a very important component of learning. The primary objective of this study was to analyze the impact of self-assessment by undergraduate medical students on their subsequent academic performance. The secondary objective was to obtain the perception of students and faculty about self-assessment as a tool for enhanced learning. The study was based on the evaluation of two theory tests consisting of both essay type and short answer questions, administered to students of the 1(st) year MBBS (n = 89). They self-assessed their performance after 3 days of the first test followed by marking of faculty and feedback. Then, a nonidentical theory test on the same topic with the same difficulty level was conducted after 7 days and assessed by the teachers. The feedback about the perception of students and faculty about this intervention was obtained. Significant improvement in the academic performance after the process of self-assessment was observed (P academic performance, helping them in development of critical skills for analysis of their own work.

  20. Tools for the Assessment of Learning

    Science.gov (United States)

    Pappas, Marjorie L.

    2007-01-01

    Assessment tools enable both learning and assessing. They also give library media specialists snapshots of evidence that demonstrates student understanding of the Information Literacy Standards. Over time the evidence provide a more complete picture of learners' ability to gather, evaluate, and use information to solve problems, make decisions,…

  1. The difference in learning culture and learning performance between a traditional clinical placement, a dedicated education unit and work-based learning.

    Science.gov (United States)

    Claeys, Maureen; Deplaecie, Monique; Vanderplancke, Tine; Delbaere, Ilse; Myny, Dries; Beeckman, Dimitri; Verhaeghe, Sofie

    2015-09-01

    An experiment was carried out on the bachelor's degree course in nursing with two new clinical placement concepts: workplace learning and the dedicated education centre. The aim was to establish a learning culture that creates a sufficiently high learning performance for students. The objectives of this study are threefold: (1) to look for a difference in the "learning culture" and "learning performance" in traditional clinical placement departments and the new clinical placement concepts, the "dedicated education centre" and "workplace learning"; (2) to assess factors influencing the learning culture and learning performance; and (3) to investigate whether there is a link between the learning culture and the learning performance. A non-randomised control study was carried out. The experimental group consisted of 33 final-year nursing undergraduates who were following clinical placements at dedicated education centres and 70 nursing undergraduates who undertook workplace learning. The control group consisted of 106 students who followed a traditional clinical placement. The "learning culture" outcome was measured using the Clinical Learning Environment, Supervision and Nurse Teacher scale. The "learning performance" outcome consisting of three competencies was measured using the Nursing Competence Questionnaire. The traditional clinical placement concept achieved the highest score for learning culture (plearning performance of which the dedicated education centres achieved the highest scores. The 3 clinical placement concepts showed marked differences in learning performance for the "assessment" competency (plearning can be seen as complementary clinical placement concepts. The organisation of clinical placements under the dedicated education centre concept and workplace learning is recommended for final-year undergraduate nursing students. Copyright © 2015 Elsevier Ltd. All rights reserved.

  2. The Impact of a Learning Organization on Performance: Focusing on Knowledge Performance and Financial Performance

    Science.gov (United States)

    Kim, Kyoungshin; Watkins, Karen E.; Lu, Zhenqiu

    2017-01-01

    Purpose: The purpose of this study is to examine the relationships among a learning organization, knowledge and financial performance using the Dimensions of the Learning Organization Questionnaire and its abbreviated version. Design/methodology/approach: This study used a secondary data set and performed second-order factor analysis and…

  3. Behavior model for performance assessment

    International Nuclear Information System (INIS)

    Brown-VanHoozer, S. A.

    1999-01-01

    Every individual channels information differently based on their preference of the sensory modality or representational system (visual auditory or kinesthetic) we tend to favor most (our primary representational system (PRS)). Therefore, some of us access and store our information primarily visually first, some auditorily, and others kinesthetically (through feel and touch); which in turn establishes our information processing patterns and strategies and external to internal (and subsequently vice versa) experiential language representation. Because of the different ways we channel our information, each of us will respond differently to a task--the way we gather and process the external information (input), our response time (process), and the outcome (behavior). Traditional human models of decision making and response time focus on perception, cognitive and motor systems stimulated and influenced by the three sensory modalities, visual, auditory and kinesthetic. For us, these are the building blocks to knowing how someone is thinking. Being aware of what is taking place and how to ask questions is essential in assessing performance toward reducing human errors. Existing models give predications based on time values or response times for a particular event, and may be summed and averaged for a generalization of behavior(s). However, by our not establishing a basic understanding of the foundation of how the behavior was predicated through a decision making strategy process, predicative models are overall inefficient in their analysis of the means by which behavior was generated. What is seen is the end result

  4. Behavior model for performance assessment.

    Energy Technology Data Exchange (ETDEWEB)

    Borwn-VanHoozer, S. A.

    1999-07-23

    Every individual channels information differently based on their preference of the sensory modality or representational system (visual auditory or kinesthetic) we tend to favor most (our primary representational system (PRS)). Therefore, some of us access and store our information primarily visually first, some auditorily, and others kinesthetically (through feel and touch); which in turn establishes our information processing patterns and strategies and external to internal (and subsequently vice versa) experiential language representation. Because of the different ways we channel our information, each of us will respond differently to a task--the way we gather and process the external information (input), our response time (process), and the outcome (behavior). Traditional human models of decision making and response time focus on perception, cognitive and motor systems stimulated and influenced by the three sensory modalities, visual, auditory and kinesthetic. For us, these are the building blocks to knowing how someone is thinking. Being aware of what is taking place and how to ask questions is essential in assessing performance toward reducing human errors. Existing models give predications based on time values or response times for a particular event, and may be summed and averaged for a generalization of behavior(s). However, by our not establishing a basic understanding of the foundation of how the behavior was predicated through a decision making strategy process, predicative models are overall inefficient in their analysis of the means by which behavior was generated. What is seen is the end result.

  5. Practical session assessments in human anatomy: Weightings and performance.

    Science.gov (United States)

    McDonald, Aaron C; Chan, Siew-Pang; Schuijers, Johannes A

    2016-07-08

    Assessment weighting within a given module can be a motivating factor for students when deciding on their commitment level and time given to study a specific topic. In this study, an analysis of assessment performances of second year anatomy students was performed over four years to determine if (1) students performed better when a higher weighting was given to a set of practical session assessments and (2) whether an improved performance in the practical session assessments had a carry-over effect on other assessment tasks within that anatomy module and/or other anatomy modules that follow. Results showed that increasing the weighting of practical session assessments improved the average mark in that assessment and also improved the percentage of students passing that assessment. Further, it significantly improved performance in the written end-semester examination within the same module and had a carry-over effect on the anatomy module taught in the next teaching period, as students performed better in subsequent practical session assessments as well as subsequent end-semester examinations. It was concluded that the weighting of assessments had significant influences on a student's performance in that, and subsequent, assessments. It is postulated that practical session assessments, designed to develop deep learning skills in anatomy, improved efficacy in student performance in assessments undertaken in that and subsequent anatomy modules when the weighting of these assessments was greater. These deep learning skills were also transferable to other methods of assessing anatomy. Anat Sci Educ 9: 330-336. © 2015 American Association of Anatomists. © 2015 American Association of Anatomists.

  6. Moving interprofessional learning forward through formal assessment.

    Science.gov (United States)

    Stone, Judy

    2010-04-01

    There is increasing agreement that graduates who finish tertiary education with the full complement of skills and knowledge required for their designated profession are not 'work-ready' unless they also acquire interpersonal, collaborative practice and team-working capabilities. Health workers are unable to contribute to organisational culture in a positive way unless they too attain these capabilities. These capabilities have been shown to improve health care in terms of patient safety, worker satisfaction and health service efficiency. Given the importance of interprofessional learning (IPL) which seeks to address these capabilities, why is IPL not consistently embedded into the education of undergraduates, postgraduates and vocationally qualified personnel through formal assessment? This paper offers an argument for the formal assessment of IPL. It illustrates how the interests of the many stakeholders in IPL can benefit from, and contribute to, the integration of IPL into mainstream professional development and tertiary education. It offers practical examples of assessment in IPL which could drive learning and offer authentic, contextual teaching and learning experiences to undergraduates and health workers alike. Assessment drives learning and without formal assessment IPL will continue to be viewed as an optional topic of little relative importance for learners. In order to make the next step forward, IPL needs to be recognised and endorsed through formal assessment, both at the tertiary education level and within the workplace environment. This is supported by workforce initiatives and tertiary education policy which can be used to specify the capabilities or generic skills necessary for effective teamwork and collaborative practice.

  7. 24 CFR 115.206 - Performance assessments; Performance standards.

    Science.gov (United States)

    2010-04-01

    ... 24 Housing and Urban Development 1 2010-04-01 2010-04-01 false Performance assessments; Performance standards. 115.206 Section 115.206 Housing and Urban Development Regulations Relating to Housing... AGENCIES Certification of Substantially Equivalent Agencies § 115.206 Performance assessments; Performance...

  8. Assessing High School Student Learning on Science Outreach Lab Activities

    Science.gov (United States)

    Thomas, Courtney L.

    2012-01-01

    The effect of hands-on laboratory activities on secondary student learning was examined. Assessment was conducted over a two-year period, with 262 students participating the first year and 264 students the second year. Students took a prequiz, performed a laboratory activity (gas chromatography of alcohols, or photosynthesis and respiration), and…

  9. Improving Job Performance: Workplace Learning Is the First Step

    Science.gov (United States)

    Daryoush, Younes; Silong, Abu Daud; Omar, Zohara; Othman, Jamilah

    2013-01-01

    The present study aims to contribute new knowledge to the existing literature on workplace learning and job performance. Particularly, the study analyzes contemporary literature on workplace learning and job performance, specifically formal and informal learning as well as employee task performance and contextual performance. The study…

  10. Ecological risk assessment: Lessons learned?

    International Nuclear Information System (INIS)

    Anon.

    1993-01-01

    This conference was held November 14--18, 1993 in Houston, Texas for the purpose of providing a forum for exchange of state-of-the-art information on ecological risk assessment. This book is comprised of the abstracts of the presentations at this symposium. Individual abstracts have been processed separately for inclusion in the appropriate data bases

  11. Learning Emotional Intelligence: Training & Assessment

    Science.gov (United States)

    Shults, Allison

    2015-01-01

    This core assessment provides an overview and training of the use of Emotional Intelligence (EI) in the workplace. It includes a needs analysis for a local Chamber of Commerce, and outlines the importance of improving their organizational communication with the improvement of their EI. Behavioral objectives related to the skills needed are…

  12. Assessment for Learning as Support for Student Self-Regulation

    Science.gov (United States)

    Heritage, Margaret

    2018-01-01

    Assessment for learning (AfL) is integral to teaching and learning, and has as its central foci (i) pedagogical intervention in the immediacy of student learning, and (ii) the students' agency in the learning and assessment process. The role that students adopt in AfL is consistent with the idea of self-regulated learning, which involves students…

  13. Assessing a Broad Teaching Approach: The Impact of Combining Active Learning Methods on Student Performance in Undergraduate Peace and Conflict Studies

    Science.gov (United States)

    Sjöstedt, Roxanna

    2015-01-01

    Teaching introductory International Relations (IR) and peace and conflict studies can be challenging, as undergraduate teaching frequently involves large student groups that limit student activity to listening and taking notes. According to pedagogic research, this is not the optimal structure for learning. Rather, although a teacher can pass on…

  14. Assessing Approaches to Learning in School Readiness

    Directory of Open Access Journals (Sweden)

    Otilia C. Barbu

    2015-07-01

    Full Text Available This study examines the psychometric properties of two assessments of children’s approaches to learning: the Devereux Early Childhood Assessment (DECA and a 13-item approaches to learning rating scale (AtL derived from the Arizona Early Learning Standards (AELS. First, we administered questionnaires to 1,145 randomly selected parents/guardians of first-time kindergarteners. Second, we employed confirmatory factor analysis (CFA with parceling for DECA to reduce errors due to item specificity and prevent convergence difficulties when simultaneously estimating DECA and AtL models. Results indicated an overlap of 55% to 72% variance between the domains of the two instruments and suggested that the new AtL instrument is an easily administered alternative to the DECA for measuring children’s approaches to learning. This is one of the first studies that investigated DECA’s approaches to learning dimension and explored the measurement properties of an instrument purposely derived from a state’s early learning guidelines.

  15. Making Performance Assessments a Part of Accountability

    Science.gov (United States)

    Haun, Billy

    2018-01-01

    The purpose of this commentary is to describe recent efforts in Virginia to develop and use performance assessments, including the challenges that emerged during this process and key considerations for states that integrate performance assessment into their systems. Performance assessments can play an important role in preparing students for…

  16. Formative assessment promotes learning in undergraduate clinical ...

    African Journals Online (AJOL)

    Introduction. Clinical clerkships, typically situated in environments lacking educational structure, form the backbone of undergraduate medical training. The imperative to develop strategies that enhance learning in this context is apparent. This study explored the impact of longitudinal bedside formative assessment on ...

  17. Prior learning assessment and quality assurance practice ...

    African Journals Online (AJOL)

    The use of RPL (Recognition of Prior Learning) in higher education to assess RPL candidates for admission into programmes of study met with a lot of criticism from faculty academics. Lecturers viewed the possibility of admitting large numbers of under-qualified adult learners, as a threat to the institution's reputation, or an ...

  18. Teamwork Skills Assessment for Cooperative Learning

    Science.gov (United States)

    Strom, Paris S.; Strom, Robert D.

    2011-01-01

    Teamwork skills are required at work, but teacher efforts in many countries to track achievement within this context have been hindered by lack of assessment tools and input from students. The Teamwork Skills Inventory relies on peer and self-evaluation to establish accountability, identify competencies, and detect learning needs. Twenty-five…

  19. Supporting visual quality assessment with machine learning

    NARCIS (Netherlands)

    Gastaldo, P.; Zunino, R.; Redi, J.

    2013-01-01

    Objective metrics for visual quality assessment often base their reliability on the explicit modeling of the highly non-linear behavior of human perception; as a result, they may be complex and computationally expensive. Conversely, machine learning (ML) paradigms allow to tackle the quality

  20. Performance evaluation of a distance learning program.

    OpenAIRE

    Dailey, D. J.; Eno, K. R.; Brinkley, J. F.

    1994-01-01

    This paper presents a performance metric which uses a single number to characterize the response time for a non-deterministic client-server application operating over the Internet. When applied to a Macintosh-based distance learning application called the Digital Anatomist Browser, the metric allowed us to observe that "A typical student doing a typical mix of Browser commands on a typical data set will experience the same delay if they use a slow Macintosh on a local network or a fast Macint...

  1. Learning to improve path planning performance

    International Nuclear Information System (INIS)

    Chen, Pang C.

    1995-04-01

    In robotics, path planning refers to finding a short. collision-free path from an initial robot configuration to a desired configuratioin. It has to be fast to support real-time task-level robot programming. Unfortunately, current planning techniques are still too slow to be effective, as they often require several minutes, if not hours of computation. To remedy this situation, we present and analyze a learning algorithm that uses past experience to increase future performance. The algorithm relies on an existing path planner to provide solutions to difficult tasks. From these solutions, an evolving sparse network of useful robot configurations is learned to support faster planning. More generally, the algorithm provides a speedup-learning framework in which a slow but capable planner may be improved both cost-wise and capability-wise by a faster but less capable planner coupled with experience. The basic algorithm is suitable for stationary environments, and can be extended to accommodate changing environments with on-demand experience repair and object-attached experience abstraction. To analyze the algorithm, we characterize the situations in which the adaptive planner is useful, provide quantitative bounds to predict its behavior, and confirm our theoretical results with experiments in path planning of manipulators. Our algorithm and analysis are sufficiently, general that they may also be applied to other planning domains in which experience is useful

  2. Personnel Performance Assessment in Information Systems Outsourcing Environments

    Science.gov (United States)

    Casado-Lumbreras, Cristina; Soto-Acosta, Pedro; Colomo-Palacios, Ricardo; de Pablos, Patricia Ordonez

    2011-01-01

    Purpose: The aim of this paper is to present a tool which uses semantic technologies for personnel performance and workplace learning assessment in outsourced information technology environments. Design/methodology/approach: The paper presents the tool from a technical perspective and introduces a use case that depicts the main features related to…

  3. Performance Assessment as a Diagnostic Tool for Science Teachers

    Science.gov (United States)

    Kruit, Patricia; Oostdam, Ron; van den Berg, Ed; Schuitema, Jaap

    2018-04-01

    Information on students' development of science skills is essential for teachers to evaluate and improve their own education, as well as to provide adequate support and feedback to the learning process of individual students. The present study explores and discusses the use of performance assessments as a diagnostic tool for formative assessment to inform teachers and guide instruction of science skills in primary education. Three performance assessments were administered to more than 400 students in grades 5 and 6 of primary education. Students performed small experiments using real materials while following the different steps of the empirical cycle. The mutual relationship between the three performance assessments is examined to provide evidence for the value of performance assessments as useful tools for formative evaluation. Differences in response patterns are discussed, and the diagnostic value of performance assessments is illustrated with examples of individual student performances. Findings show that the performance assessments were difficult for grades 5 and 6 students but that much individual variation exists regarding the different steps of the empirical cycle. Evaluation of scores as well as a more substantive analysis of students' responses provided insight into typical errors that students make. It is concluded that performance assessments can be used as a diagnostic tool for monitoring students' skill performance as well as to support teachers in evaluating and improving their science lessons.

  4. Effectiveness of simulation-based learning on student nurses' self-efficacy and performance while learning fundamental nursing skills.

    Science.gov (United States)

    Lin, Hsin-Hsin

    2015-01-01

    It was noted worldwide while learning fundamental skills and facing skills assessments, nursing students seemed to experience low confidence and high anxiety levels. Could simulation-based learning help to enhance students' self-efficacy and performance? Its effectiveness is mostly unidentified. This study was conducted to provide a shared experience to give nurse educators confidence and an insight into how simulation-based teaching can fit into nursing skills learning. A pilot study was completed with 50 second-year undergraduate nursing students, and the main study included 98 students where a pretest-posttest design was adopted. Data were gathered through four questionnaires and a performance assessment under scrutinized controls such as previous experiences, lecturers' teaching skills, duration of teaching, procedure of skills performance assessment and the inter-rater reliability. The results showed that simulation-based learning significantly improved students' self-efficacy regarding skills learning and the skills performance that nurse educators wish students to acquire. However, technology anxiety, examiners' critical attitudes towards students' performance and their unpredicted verbal and non-verbal expressions, have been found as possible confounding factors. The simulation-based learning proved to have a powerful positive effect on students' achievement outcomes. Nursing skills learning is one area that can benefit greatly from this kind of teaching and learning method.

  5. Assessing reflective thinking and approaches to learning.

    Science.gov (United States)

    Dunn, Louise; Musolino, Gina M

    2011-01-01

    Facilitation of reflective practice is critical for the ongoing demands of health care practitioners. Reflective thinking concepts, grounded in the work of Dewey and Schön, emphasize critical reflection to promote transformation in beliefs and learning necessary for reflective practice. The Reflective Thinking Questionnaire (QRT) and Revised Study Process Questionnaire (RSPQ-2F) assess skill aspects of professional reasoning, with promise for measuring changes over time. The purpose of this study was to examine the reliability and responsiveness and the model validity of reflective thinking and approaches to learning measures for U.S. health professions students enrolled in entry-level occupational (MOT) and physical therapy (DPT) programs. This measurement study addressed reliability and responsiveness of two measures, the QRT and RSPQ-2F, for graduate health professionals. A convenience sample of 125 MOT and DPT students participated in the two-measure, test-retest investigation, with electronic data collection. Outcomes support the stability of the four-scale QRT (ICC 0.63 to 0.82) and the two-scale RSPQ-2F (ICC 0.91 and 0.87). Descriptive data supporting responsiveness are presented. With noted limitations, the results support the use of the QRT and RSPQ-2F measures to assess changes in reflective thinking and approaches to learning. Measurement of these learning outcomes furthers our understanding and knowledge about instructional strategies, development of professional reasoning, and fostering of self-directed learning within MOT and DPT programs.

  6. Systemic assessment as a new tool to assess student learning

    African Journals Online (AJOL)

    IICBA01

    students' systemic thinking level developed in organic chemistry is strongly related to a deeper understanding of the relevant chemistry concepts (7) .In this regards we will illustrate five types of SAQ,s in heterocyclic chemistry based on systemics to assess students at synthesis and analysis learning levels. We experiment ...

  7. FORMATIVE ASSESSMENT IN DISTANCE EDUCATION: ENHANCING LEARNING THROUGH DIARIES

    Directory of Open Access Journals (Sweden)

    Christiane Heemann

    2015-12-01

    Full Text Available Assessment integrates the teaching and learning process and always has room for discussion in educational processes, requiring technical preparation and observation capacity from those involved. According to Perrenoud (2014, assessment for learning is a mediator in the process of curriculum construction and is closely related to the management of learning by the students. Assessment methods occupy a very important space in the pedagogical practices since assessment cannot be an act that expresses only a quantitative and formal concept. In Distance Education (DE, formative assessment also needs to be prioritized and avoid traditional evaluation which is performed through multiple-choice tests with self-correction. The use of diaries in Distance Education maintains the focus on the evaluation process and not only on the product, configuring itself as a permanent orientation of learning, both for the teacher and for the student, who jointly assume reciprocal commitments. This article presents an experiment conducted with diaries on an undergraduate course offered by Universidade Aberta do Brasil (UAB as a means of formative assessment in Distance Education.

  8. Learning and performance under alternative instructional manifestations of experimental practice

    Science.gov (United States)

    Ford, Michael J.

    Before we can understand how students learn "to do" science, we must make explicit our assumptions about what scientific practice is. This study compares the learning outcomes of two sixth-grade instructional units on experimentation, each based on a particular characterization of practice. In one unit, instruction focused on acquisition and application of the control of variables strategy (CVS; Chen & Klahr, 1999), which is consistent with a popular conception of science education, stemming from Piaget, as the mastery of logical forms. In the other unit, students designed experimental apparatus to answer a target question, and instruction emphasized practices of rendering and transforming the material world in ways that support scientific understanding. Students in both groups were assessed for CVS acquisition and subsequent experimental performance on a novel task, and group performances on these assessments different across instructional conditions. I will argue that student understandings of goals, norms of instructional expectation, and strategies explain these differences, in some cases by supporting performance and in other cases by hindering it. I will also argue that the results question the role typically attributed to logical method in learning to design experiments.

  9. Grading the performance of clinical skills: lessons to be learned from the performing arts.

    Science.gov (United States)

    Roberts, Deborah

    2011-08-01

    The drift towards competency based nurse interventions has seen a growth in concern regarding the most appropriate methods of assessment of such competencies. Nurse educators and practitioners alike are struggling with the concept of measuring the performance of nursing skills; due to an uneasy relationship between competence, capability, intuition and expertise. Different currencies of value may be ascribed to the assessment of nursing practice, resulting in the use of subjective judgements together with the development of assessment criteria which have different weightings, depending on the values of the assessor. Within the performing arts, students' practice performance is also assessed, with seemingly many similarities between applying value to performance in dance or theatre and nursing. Within performing arts assessment a balancing act is also being played out between academic education and professional training (where complex performances are notoriously hard to evaluate). This paper explores the nature of assessment within the performing arts and makes suggestions regarding their application within the context of nurse education. If nursing is indeed a blend of art and science, then it seems sensible to look to the performing arts to see if lessons could be learned. Copyright © 2010 Elsevier Ltd. All rights reserved.

  10. The Influence of Investment in Workplace Learning on Learning Outcomes and Organizational Performance

    Science.gov (United States)

    Park, Yoonhee; Jacobs, Ronald L.

    2011-01-01

    Although the importance of workplace learning has been recognized in research and practice, there is little empirical support that describes how workplace learning, including both formal and informal learning, is linked to organizational performance. This study investigated the influence of investment in workplace learning on learning outcomes and…

  11. Relations between student perceptions of assessment authenticity, study approaches and learning outcome

    NARCIS (Netherlands)

    Gulikers, J.T.M.; Bastiaens, Th.J.; Kirschner, P.A.; Kester, L.

    2006-01-01

    This article examines the relationships between perceptions of authenticity and alignment on study approach and learning outcome. Senior students of a vocational training program performed an authentic assessment and filled in a questionnaire about the authenticity of various assessment

  12. Contractor Performance Assessment Reporting System

    Data.gov (United States)

    US Agency for International Development — CPARS is a web-based system used to input data on contractor performance. Reports from the system are used as an aid in awarding contracts to contractors that...

  13. Bootcamp EMMA MOOC Assessment for learning in practice

    NARCIS (Netherlands)

    Firssova, Olga; Brouns, Francis

    2016-01-01

    Formative assessment or assessment for learning is a relevant theme for teachers and educationalists. Formative assessment is a valuable tool for supporting the learning process. It is applied during learning and offers you more and better opportunities to guide your students. Formative assessment

  14. Challenge and Hindrance Stress: Relationships with Exhaustion, Motivation to Learn, and Learning Performance

    Science.gov (United States)

    LePine, Jeffrey A.; LePine, Marcie A.; Jackson, Christine L.

    2004-01-01

    In a study of 696 learners, the authors found that stress associated with challenges in the learning environment had a positive relationship with learning performance and that stress associated with hindrances in the learning environment had a negative relationship with learning performance. They also found evidence suggesting that these…

  15. Pengaruh Learning Climate Terhadap Job Performance Melalui Career Related Continuous Learning

    OpenAIRE

    Anggiani, Sarfilianty

    2017-01-01

    This research objective is to identify and to analyze the relatioship of Learning climatehas an influence on Job Performance through the Career Related Continuous Learning. The result of the study showed that Learning climate influenced Job Performance through the career related continuous learning. Managerial implication and the recommendation for future study are provided.

  16. Performance Assessment in Courts - The Swiss Case

    Directory of Open Access Journals (Sweden)

    Andreas Lienhard

    2014-12-01

    Full Text Available Abstract Performance assessments have become commonplace in management, even in the public sector. With the increasing pressure on courts to perform while making efficient use of resources, performance assessments in the justice system are also gaining in importance. However, the need for judicial independence poses special challenges for performance assessments in courts. Against this background, this article conducts a constitutional appraisal, and contrasts the need for judicial independence with the principles governing effectiveness and efficiency, self-government and supervision, and appointment and re-appointment. A duty to guarantee justice can be derived from this that does not in principle exclude the performance assessment of judges, but even renders it essential, subject to compliance with certain requirements. In these circumstances, it seems hardly surprising that numerous countries conduct performance assessments of judges and also that various international institutions have developed principles for this purpose, a summary of which is presented – in Switzerland’s case based on a recently conducted survey. In the field of conflict between the guaranteeing justice and protecting the judiciary, the following key questions arise in particular: What is the purpose of performance assessments and what are the consequences?What is subjected to a performance assessment and what are the assessment criteria?How is performance recorded as the basis for the performance assessment?Who is subjected to a performance assessment, and must a distinction be made between judges in higher and lower courts?Who carries out the performance assessment and what methods of protecting one’s rights are available?Who should receive the results of the performance assessment?The contribution sketches out possible answers to these key questions and aims to encourage academics and practitioners to give further consideration to this subject.

  17. MOODLE XML TO IMS QTI ASSESSMENT TEST PORTABILITY ON LEARNING MANAGEMENT SYSTEM

    OpenAIRE

    Kautsar, Irwan Alnarus; Kubota, Shin-Ichiro; Musashi, Yasuo; Sugitani, Kenichi

    2013-01-01

    Learning Management Systems (i.e. LMS) is one of the most popular solutions towards the e-Learning objective in different universities all around the world, where this environments are used to not only deliver contents but to perform assessments, tests and other tasks related to learning. Although, there are popular LMS such as Moodle, and more developed, such as Chamilo, there is no assessment/test portability among their LMS. Each assessment export formats make difficult to transfer well do...

  18. VISUAL ART TEACHERS AND PERFORMANCE ASSESSMENT ...

    African Journals Online (AJOL)

    Charles

    qualitative research design; an aspect of descriptive survey research aiming at ... the competence and use of assessment strategies is determined by the type of ... Visual Art Teachers and Performance Assessment Methods in Nigerian Senior ...

  19. Ability Of Mathematical Reasoning in SMK 10th Grade with LAPS- Heuristic using Performance Assessment

    Directory of Open Access Journals (Sweden)

    Aulia Nur Arivina

    2017-11-01

    Full Text Available The purposes of this research are: (1 Test the learning with LAPS-Heuristic model using performance assessment on 10th grade of Trigonometry material is complete, (2 to test the difference of students' mathematical reasoning ability on 10th grade of Trigonometry material between the learning model of LAPS-Heuristic using performance assessment, LAPS-Heuristic learning model with Expository learning model, (3 test the ability of mathematical reasoning with learning model of LAPS-Heuristik on Trigonometry material of SMK on 10th grade using performance assessment is increase. This is a quantitative research. The population is students of 10th grade of SMK 10 Semarang academic year 2016/2017 and the subject of research is selected by clustering random sampling. The results show that (1 Learning by model LAPS-Heuristic using performance assessment on 10th grade of Trigonometry material is complete (2 there are differences in students' mathematical reasoning ability on 10th grade of Trigonometry materials between LAPS-Heuristic learning model using performance assessment, LAPS-Heuristic learning model, and Expository learning model, (3 The ability of mathematical reasoning with learning model of LAPS-Heuristic on Trigonometry material of SMK class X using performance assessment increased.

  20. Is the Learning Community of Economics and Accounting Effective? Empirical Assessment of Class Achievements

    Science.gov (United States)

    Stumph, Carolyn Fabian; Kim, Myeong Hwan; Han, Yongseung; Minke, Susan

    2017-01-01

    Learning communities are increasingly used at colleges and universities, as one of the goals of a learning community is to increase interaction among students and teach them how to apply knowledge. The goal of this research is to assess the learning community of the economics and accounting students in their class performance measured by class…

  1. Expert judgement in performance assessment

    International Nuclear Information System (INIS)

    Wilmot, R.D.; Galson, D.A.

    2000-01-01

    This report is a pilot study that systematically describes the various types of expert judgement that are made throughout the development of a PA, and summarizes existing tools and practices for dealing with expert judgements. The report also includes recommendations for further work in the area of expert judgement. Expert judgements can be classified in a number of ways, including classification according to why the judgements are made and according to how the judgements are made. In terms of why judgements are made, there is a broad distinction between: Judgements concerning data that are made because alternatives are not feasible; and Judgements about the conduct of a PA that are made because there are no alternative approaches for making the decision. In the case of how judgements are made, the report distinguishes between non-elicited judgements made by individuals, non-elicited judgements made by groups, and elicited judgements made by individuals or groups. These types of judgement can generally be distinguished by the extent of the associated documentation, and hence their traceability. Tools for assessing judgements vary depending on the type of judgements being examined. Key tools are peer review, an appropriate QA regime, documentation, and elicitation. Dialogue with stake holders is also identified as important in establishing whether judgements are justified in the context in which they are used. The PA process comprises a number of stages, from establishing the assessment context, through site selection and repository design, to scenario and model development and parametrisation. The report discusses how judgements are used in each of these stages, and identifies which of the tools and procedures for assessing judgements are most appropriate at each stage. Recommendations for further work include the conduct of a trial expert elicitation to gain experience in the advantages and disadvantages of this technique, the development of guidance for peer

  2. Expert judgement in performance assessment

    Energy Technology Data Exchange (ETDEWEB)

    Wilmot, R.D.; Galson, D.A. [Galson Sciences Ltd, Oakham (United Kingdom)

    2000-01-01

    This report is a pilot study that systematically describes the various types of expert judgement that are made throughout the development of a PA, and summarizes existing tools and practices for dealing with expert judgements. The report also includes recommendations for further work in the area of expert judgement. Expert judgements can be classified in a number of ways, including classification according to why the judgements are made and according to how the judgements are made. In terms of why judgements are made, there is a broad distinction between: Judgements concerning data that are made because alternatives are not feasible; and Judgements about the conduct of a PA that are made because there are no alternative approaches for making the decision. In the case of how judgements are made, the report distinguishes between non-elicited judgements made by individuals, non-elicited judgements made by groups, and elicited judgements made by individuals or groups. These types of judgement can generally be distinguished by the extent of the associated documentation, and hence their traceability. Tools for assessing judgements vary depending on the type of judgements being examined. Key tools are peer review, an appropriate QA regime, documentation, and elicitation. Dialogue with stake holders is also identified as important in establishing whether judgements are justified in the context in which they are used. The PA process comprises a number of stages, from establishing the assessment context, through site selection and repository design, to scenario and model development and parametrisation. The report discusses how judgements are used in each of these stages, and identifies which of the tools and procedures for assessing judgements are most appropriate at each stage. Recommendations for further work include the conduct of a trial expert elicitation to gain experience in the advantages and disadvantages of this technique, the development of guidance for peer

  3. Assessing school performance and motivation

    OpenAIRE

    Pavelková, Isabella; Kubíková, Katerina

    2016-01-01

    We verify the theoretical hypothesis that individual reference norm helps the development of positive achievement motivation and lowers the performance fear of pupils. The research was carried out with pupils aged 9 to 12 years. The article presents the results of the research in using reference norms with 61 teachers in connection with achievement motivation of their 1144 pupils. The research also mapped the real school situations for the teachers involved, based partly on observation during...

  4. Assessing team effectiveness and affective learning in a datathon.

    Science.gov (United States)

    Piza, Felipe Maia de Toledo; Celi, Leo Anthony; Deliberato, Rodrigo Octavio; Bulgarelli, Lucas; de Carvalho, Fabricio Rodrigues Torres; Filho, Roberto Rabello; de La Hoz, Miguel Angel Armengol; Kesselheim, Jennifer Cohn

    2018-04-01

    Datathons are increasingly organized in the healthcare field. The goal is to assemble people with different backgrounds to work together as a team and engage in clinically relevant research or develop algorithms using health-related datasets. Criteria to assess the return of investment on such events have traditionally included publications produced, patents for prediction, classification, image recognition and other types of software, and start-up companies around the application of machine learning in healthcare. Previous studies have not evaluated whether a datathon can promote affective learning and effective teamwork. Fifty participants of a health datathon event in São Paulo, Brazil at Hospital Israelita Albert Einstein (HIAE) were divided into 8 groups. A survey with 25 questions, using the Affective Learning Scale and Team-Review Questionnaire, was administered to assess team effectiveness and affective learning during the event. Multivariate regression models and Pearson's correlation tests were performed to evaluate the effect of affective learning on teamwork. Majority of the participants were male 76% (37/49); 32% (16/49) were physicians. The mean score for learning (scale from 1 to 10) was 8.38, while that for relevance of the perceived teamwork was 1.20 (scale from 1 to 5; "1" means most relevant). Pearson's correlation between the learning score and perception of teamwork showed moderate association (r = 0.36, p = 0.009). Five learning and 10 teamwork variables were on average positively graded in the event. The final regression model includes all learning and teamwork variables. Effective leadership was strongly correlated with affective learning (β = -0.27, p Effective leadership, team accomplishment, criticism, individual development and creativity were the variables significantly associated with higher levels of affective learning. It is feasible to enhance affective knowledge and the skill to work in a team during a datathon. We

  5. Performance evaluation of a distance learning program.

    Science.gov (United States)

    Dailey, D J; Eno, K R; Brinkley, J F

    1994-01-01

    This paper presents a performance metric which uses a single number to characterize the response time for a non-deterministic client-server application operating over the Internet. When applied to a Macintosh-based distance learning application called the Digital Anatomist Browser, the metric allowed us to observe that "A typical student doing a typical mix of Browser commands on a typical data set will experience the same delay if they use a slow Macintosh on a local network or a fast Macintosh on the other side of the country accessing the data over the Internet." The methodology presented is applicable to other client-server applications that are rapidly appearing on the Internet.

  6. Operational human performance reliability assessment (OHPRA)

    International Nuclear Information System (INIS)

    Haas, P.M.; Swanson, P.J.; Connelly, E.M.

    1993-01-01

    Operational Human Performance Reliability Assessment (OHPRA) is an approach for assessing human performance that is being developed in response to demands from modern process industries for practical and effective tools to assess and improve human performance, and therefore overall system performance and safety. The single most distinguishing feature of the approach is that is defines human performance in open-quotes operationalclose quotes terms. OHPRA is focused not on generation of human error probabilities, but on practical analysis of human performance to aid management in (1) identifying open-quotes fixableclose quotes problems and (2) providing input on the importance and nature of potential improvements. Development of the model in progress uses a unique approach for eliciting expert strategies for assessing performance. A PC-based model incorporating this expertise is planned. A preliminary version of the approach has already been used successfully to identify practical human performance problems in reactor and chemical process plant operations

  7. Performance assessment of a microsprinkler

    Directory of Open Access Journals (Sweden)

    Edivaldo Lopes Thomaz

    2014-04-01

    Full Text Available Surface hydrological processes are essential to the understanding and prediction of soil erosion. Several equipments are used to measure infiltration rate, runoff and soil loss. However, researchers build their own equipment due to the specific sites where the measurements are performed. This study evaluated the performance of a microsprinkler developed to measure the hydrological processes on unpaved rural roads. The microsprinkler is portable, lightweight, easy to operate, and also low cost. The measured parameters refer to different physical aspects of the rainfall produced as: intensity, drop size, kinetic energy and the simulation area. The microsprinkler was tested at different heights and pressures. The main results obtained: the intensity of simulated rainfall was 71.4 - 148.3 mmh-1, the drop size ranged from 0.3 to 1.2 mm (mean 0.7 mm, the kinetic energy of rainfall varied between 51 and 77% compared with a natural rainfall of similar intensity, and the simulation area had 0.28 - 0.56 m2 (mean 0.40 m2. The parameters obtained in this study are within the limit of others simulators reported in the literature.

  8. Competency Assessment Using Key Performance Indicators

    OpenAIRE

    Elena Alexandra Toader; Laura Brad

    2015-01-01

    The paper proposes a method for computing the scores of the key performance indicators resulted in the competency assessment process. The key performance indicators are estimated considering four performance levels that an IT professional can obtain at the end of the assessment process. We suggest as the best approach for estimating the performance key indicators an online questionnaire filled by 60 employees that work in IT Romanian companies. The results provide evidence that the difference...

  9. Statistical assessment of the learning curves of health technologies.

    Science.gov (United States)

    Ramsay, C R; Grant, A M; Wallace, S A; Garthwaite, P H; Monk, A F; Russell, I T

    2001-01-01

    (1) To describe systematically studies that directly assessed the learning curve effect of health technologies. (2) Systematically to identify 'novel' statistical techniques applied to learning curve data in other fields, such as psychology and manufacturing. (3) To test these statistical techniques in data sets from studies of varying designs to assess health technologies in which learning curve effects are known to exist. METHODS - STUDY SELECTION (HEALTH TECHNOLOGY ASSESSMENT LITERATURE REVIEW): For a study to be included, it had to include a formal analysis of the learning curve of a health technology using a graphical, tabular or statistical technique. METHODS - STUDY SELECTION (NON-HEALTH TECHNOLOGY ASSESSMENT LITERATURE SEARCH): For a study to be included, it had to include a formal assessment of a learning curve using a statistical technique that had not been identified in the previous search. METHODS - DATA SOURCES: Six clinical and 16 non-clinical biomedical databases were searched. A limited amount of handsearching and scanning of reference lists was also undertaken. METHODS - DATA EXTRACTION (HEALTH TECHNOLOGY ASSESSMENT LITERATURE REVIEW): A number of study characteristics were abstracted from the papers such as study design, study size, number of operators and the statistical method used. METHODS - DATA EXTRACTION (NON-HEALTH TECHNOLOGY ASSESSMENT LITERATURE SEARCH): The new statistical techniques identified were categorised into four subgroups of increasing complexity: exploratory data analysis; simple series data analysis; complex data structure analysis, generic techniques. METHODS - TESTING OF STATISTICAL METHODS: Some of the statistical methods identified in the systematic searches for single (simple) operator series data and for multiple (complex) operator series data were illustrated and explored using three data sets. The first was a case series of 190 consecutive laparoscopic fundoplication procedures performed by a single surgeon; the second

  10. Probabilistic assessments of fuel performance

    International Nuclear Information System (INIS)

    Kelppe, S.; Ranta-Puska, K.

    1998-01-01

    The probabilistic Monte Carlo Method, coupled with quasi-random sampling, is applied for the fuel performance analyses. By using known distributions of fabrication parameters and real power histories with their randomly selected combinations, and by making a large number of ENIGMA code calculations, one expects to find out the state of the whole reactor fuel. Good statistics requires thousands of runs. A sample case representing VVER-440 reactor fuel indicates relatively low fuel temperatures and mainly athermal fission gas release if any. The rod internal pressure remains typically below 2.5 MPa, which leaves a large margin to the system pressure of 12 MPa Gap conductance, an essential parameter in the accident evaluations, shows no decrease from its start-of-life value. (orig.)

  11. Accounting Student's Learning Approaches And Impact On Academic Performance

    OpenAIRE

    Ismail, Suhaiza

    2009-01-01

    The objective of the study is threefold. Firstly, the study explores the learning approaches adopted by students in completing their Business Finance. Secondly, it examines the impact that learning approaches has on the student's academic performance. Finally, the study considers gender differences in the learning approaches adopted by students and in the relationship between learning approaches and academic performance. The Approaches and Study Skills Inventory for Students (ASSIST) was used...

  12. Training self-assessment and task-selection skills : A cognitive approach to improving self-regulated learning

    NARCIS (Netherlands)

    Kostons, Danny; van Gog, Tamara; Paas, Fred

    For self-regulated learning to be effective, students need to be able to accurately assess their own performance on a learning task and use this assessment for the selection of a new learning task. Evidence suggests, however, that students have difficulties with accurate self-assessment and task

  13. Performance Assessment of Mergers and Acquisitions

    DEFF Research Database (Denmark)

    Wang, Daojuan; Moini, Hamid

    2012-01-01

    on the performance measures and benchmarks adopted in M&A research field and the relevant empirical results. We find that the definitions of performance varied in terms of accounting, financial, operational and perceptual metrics. And performance assessment is sensitive to the definition of performance, methodology......Corporate mergers and acquisitions (M&As) have been increasing popular during these decades. However, a majority of research show failure rate (40% - 80%) has not significantly changed. This “success paradox” triggers us to reflect on performance assessment of M&As: how the performance of M...

  14. The lognormal handwriter: learning, performing and declining.

    Directory of Open Access Journals (Sweden)

    Réjean ePlamondon

    2013-12-01

    Full Text Available The generation of handwriting is a complex neuromotor skill requiring the interaction of many cognitive processes. It aims at producing a message to be imprinted as an ink trace left on a writing medium. The generated trajectory of the pen tip is made up of strokes superimposed over time. The Kinematic Theory of rapid human movements and its family of lognormal models provide analytical representations of these strokes, often considered as the basic unit of handwriting. This paradigm has not only been experimentally confirmed in numerous predictive and physiologically significant tests but it has also been shown to be the ideal mathematical description for the impulse response of a neuromuscular system. This latter demonstration suggests that the lognormality of the velocity patterns can be interpreted as reflecting the behaviour of subjects who are in perfect control of their movements. To illustrate this interpretation, we present a short overview of the main concepts behind the Kinematic Theory and briefly describe how its models can be exploited, using various software tools, to investigate these ideal lognormal behaviors. We emphasize that the parameters extracted during various tasks can be used to analyze some underlying processes associated with their realization. To investigate the operational convergence hypothesis, we report on two original studies. First, we focus on the early steps of the motor learning process as seen as a converging behaviour toward the production of more precise lognormal patterns as young children practicing handwriting start to become more fluent writers. Second, we illustrate how aging affects handwriting by pointing out the increasing departure from the ideal lognormal behaviour as the control of the fine motricity begins to decline. Overall, the paper highlights this developmental process of merging toward a lognormal behaviour with learning, mastering this behaviour to succeed in performing a given task

  15. The Effects of Performance-Based Assessment Criteria on Student Performance and Self-Assessment Skills

    Science.gov (United States)

    Fastre, Greet Mia Jos; van der Klink, Marcel R.; van Merrienboer, Jeroen J. G.

    2010-01-01

    This study investigated the effect of performance-based versus competence-based assessment criteria on task performance and self-assessment skills among 39 novice secondary vocational education students in the domain of nursing and care. In a performance-based assessment group students are provided with a preset list of performance-based…

  16. ACCOUNTING STUDENT’S LEARNING APPROACHES AND IMPACT ON ACADEMIC PERFORMANCE

    Directory of Open Access Journals (Sweden)

    Suhaiza Ismail

    2009-12-01

    Full Text Available The objective of the study is threefold. Firstly, the study explores the learning approaches adopted by students in completing their Business Finance. Secondly, it examines the impact that learning approaches has on the student’s academic performance. Finally, the study considers gender differences in the learning approaches adopted by students and in the relationship between learning approaches and academic performance. The Approaches and Study Skills Inventory for Students (ASSIST was used to assess the approaches to learning adopted by students whilst the students final examination result was considered in examining the performance of the students. The results indicate that majority of the accounting students, both male andfemale groups prefer to use the deep approach in studying Business Finance. The findings also reveal that there were significant relationships between learning approaches and academic performance with positive direction appears for deep and strategic approaches whilst negative relationship reveals for surface approach.

  17. Applying Learning Analytics for the Early Prediction of Students' Academic Performance in Blended Learning

    Science.gov (United States)

    Lu, Owen H. T.; Huang, Anna Y. Q.; Huang, Jeff C. H.; Lin, Albert J. Q.; Ogata, Hiroaki; Yang, Stephen J. H.

    2018-01-01

    Blended learning combines online digital resources with traditional classroom activities and enables students to attain higher learning performance through well-defined interactive strategies involving online and traditional learning activities. Learning analytics is a conceptual framework and is a part of our Precision education used to analyze…

  18. In it together: Organizational learning through participation in environmental assessment

    Science.gov (United States)

    Fitzpatrick, Patricia

    2005-07-01

    , learning outcomes include both instrumental and communicative learning. Instrumental learning included an increased understanding of technical issues and assessment tools, such as information requests. Communicative teaming outcomes included the importance of dialogue as a means of resolving issues and a refinement of strategies For promoting organizational positions. At an organizational scale, teaming by state actors, including government and tribunals, emphasized mechanisms designed to improve performance within existing structures, or "single-loop learning". Public actors, however, identified more outcomes associated with changes to their theory-in-use, designed to change the structure of the EA process, or "double-loop learning". The discussion of learning supports the application of transformative learning as a framework for considering different scales of learning, the third contribution to research. Findings revealed that individuals and organizations use project specific EA as an opportunity to compel the development and implementation of sustainable initiatives. These findings suggest that higher order learning for sustainability may be occurring through project based EA. Results also revealed the importance of creating opportunities for discussion and debate as a means of engaging organizations in and encouraging learning through EA. These findings support Habermas' emphasis on dialogue as a means of negotiating political systems.

  19. Increased correlation coefficient between the written test score and tutors’ performance test scores after training of tutors for assessment of medical students during problem-based learning course in Malaysia

    Directory of Open Access Journals (Sweden)

    Heethal Jaiprakash

    2016-03-01

    Full Text Available This paper is aimed at finding if there was a change of correlation between the written test score and tutors’ performance test scores in the assessment of medical students during a problem-based learning (PBL course in Malaysia. This is a cross-sectional observational study, conducted among 264 medical students in two groups from November 2010 to November 2012. The first group’s tutors did not receive tutor training; while the second group’s tutors were trained in the PBL process. Each group was divided into high, middle and low achievers based on their end-of-semester exam scores. PBL scores were taken which included written test scores and tutors’ performance test scores. Pearson correlation coefficient was calculated between the two kinds of scores in each group. The correlation coefficient between the written scores and tutors’ scores in group 1 was 0.099 (p<0.001 and for group 2 was 0.305 (p<0.001. The higher correlation coefficient in the group where tutors received the PBL training reinforces the importance of tutor training before their participation in the PBL course.

  20. Increased correlation coefficient between the written test score and tutors' performance test scores after training of tutors for assessment of medical students during problem-based learning course in Malaysia.

    Science.gov (United States)

    Jaiprakash, Heethal; Min, Aung Ko Ko; Ghosh, Sarmishtha

    2016-03-01

    This paper is aimed at finding if there was a change of correlation between the written test score and tutors' performance test scores in the assessment of medical students during a problem-based learning (PBL) course in Malaysia. This is a cross-sectional observational study, conducted among 264 medical students in two groups from November 2010 to November 2012. The first group's tutors did not receive tutor training; while the second group's tutors were trained in the PBL process. Each group was divided into high, middle and low achievers based on their end-of-semester exam scores. PBL scores were taken which included written test scores and tutors' performance test scores. Pearson correlation coefficient was calculated between the two kinds of scores in each group. The correlation coefficient between the written scores and tutors' scores in group 1 was 0.099 (pcorrelation coefficient in the group where tutors received the PBL training reinforces the importance of tutor training before their participation in the PBL course.

  1. Twelve tips for assessing surgical performance and use of technical assessment scales

    DEFF Research Database (Denmark)

    Strandbygaard, Jeanett; Scheele, Fedde; Sørensen, Jette Led

    2017-01-01

    Using validated assessment scales for technical competence can help structure and standardize assessment and feedback for both the trainee and the supervisor and thereby avoid bias and drive learning. Correct assessment of operative skills can establish learning curves and allow adequate monitoring....... However, the assessment of surgical performance is not an easy task, since it includes many proxy parameters, which are hard to measure. Although numerous technical assessment scales exist, both within laparoscopic and open surgery, the validity evidence is often sparse, and this can raise doubts about...... reliability and educational outcome. Furthermore, the implementation of technical assessment scales varies due to several obstacles and doubts about accurate use. In this 12-tips article, we aim to give the readers a critical and useful appraisal of some of the common questions and misunderstandings regarding...

  2. A Fuzzy Knowledge Representation Model for Student Performance Assessment

    DEFF Research Database (Denmark)

    Badie, Farshad

    Knowledge representation models based on Fuzzy Description Logics (DLs) can provide a foundation for reasoning in intelligent learning environments. While basic DLs are suitable for expressing crisp concepts and binary relationships, Fuzzy DLs are capable of processing degrees of truth/completene......Knowledge representation models based on Fuzzy Description Logics (DLs) can provide a foundation for reasoning in intelligent learning environments. While basic DLs are suitable for expressing crisp concepts and binary relationships, Fuzzy DLs are capable of processing degrees of truth....../completeness about vague or imprecise information. This paper tackles the issue of representing fuzzy classes using OWL2 in a dataset describing Performance Assessment Results of Students (PARS)....

  3. Public policies: right to learn and formative assessment

    Directory of Open Access Journals (Sweden)

    Antonio Chizzotti

    2016-09-01

    Full Text Available This paper deals with the right to learn in school type education and considers the assessment as assurance of teaching and learning quality. It deals with the current evaluation processes and discriminatory misconceptions of merely summative assessments, which tend to qualify students. This text evaluates the punitive bias of meritocratic grading of learning and argues that only formative assessment can ensure the right to learn

  4. Student Performance in Computing Education: An Empirical Analysis of Online Learning in Programming Education Environments

    Science.gov (United States)

    Xia, Belle Selene; Liitiäinen, Elia

    2017-01-01

    The benefits of using online exercises have been analysed in terms of distance learning, automatic assessment and self-regulated learning. In this study, we have not found a direct proportional relationship between student performance in the course exercises that use online technologies and the exam grades. We see that the average submission rate…

  5. Beyond Performativity: A Pragmatic Model of Teacher Professional Learning

    Science.gov (United States)

    Lloyd, Margaret; Davis, James P.

    2018-01-01

    The intent and content of teacher professional learning has changed in recent times to meet the demands of performativity. In this article, we offer and demonstrate a pragmatic way to map teacher professional learning that both meets current demands and secures a place for teacher-led catalytic learning. To achieve this, we position identified…

  6. Learning assessment for students with mental and behavioral disorders

    DEFF Research Database (Denmark)

    Dræby, Anders

    The session aims at presenting a learning-based model for how to conduct a comprehensive psychological evaluation of the learning resources and challenges amongst students with mental and behavioral disorders. In the learning assessment model the learning resources and challenges of the students...

  7. Towards a Quality Assessment Method for Learning Preference Profiles in Negotiation

    Science.gov (United States)

    Hindriks, Koen V.; Tykhonov, Dmytro

    In automated negotiation, information gained about an opponent's preference profile by means of learning techniques may significantly improve an agent's negotiation performance. It therefore is useful to gain a better understanding of how various negotiation factors influence the quality of learning. The quality of learning techniques in negotiation are typically assessed indirectly by means of comparing the utility levels of agreed outcomes and other more global negotiation parameters. An evaluation of learning based on such general criteria, however, does not provide any insight into the influence of various aspects of negotiation on the quality of the learned model itself. The quality may depend on such aspects as the domain of negotiation, the structure of the preference profiles, the negotiation strategies used by the parties, and others. To gain a better understanding of the performance of proposed learning techniques in the context of negotiation and to be able to assess the potential to improve the performance of such techniques a more systematic assessment method is needed. In this paper we propose such a systematic method to analyse the quality of the information gained about opponent preferences by learning in single-instance negotiations. The method includes measures to assess the quality of a learned preference profile and proposes an experimental setup to analyse the influence of various negotiation aspects on the quality of learning. We apply the method to a Bayesian learning approach for learning an opponent's preference profile and discuss our findings.

  8. Review of SR 97 performance assessment

    International Nuclear Information System (INIS)

    Glynn, P.D.

    2000-01-01

    This review has identified many technical problems in the SR 97 performance assessment. The general impression of this reviewer is that SKB has been disingenuous in its performance assessment effort. It has not cited important differences of opinion with its own views. Furthermore, there are many inconsistencies in the SR 97 report that all together leave the impression that there are many more uncertainties in the SR 97 performance assessment than SKB would perhaps care to admit. Additionally, despite SKB's statements to the contrary, many of the analyses conducted for the SR 97 performance assessment can be clearly shown not to have been based on 'conservative' assumptions. Finally, SKB has made little effort to consider possible coupling effects between their different scenarios in SR 97. This is a serious flaw in the SR 97 performance assessment. The comments in this review should not be taken to imply that the KBS-3 nuclear waste disposal method will not be able to meet the safety and radiation protection requirements which SKI and SSI have specified in recent years. Instead, my conclusion is simply that the SR 97 performance assessment of the KBS-3 method would have been more believable had it been based on a forthright and comprehensive discussion of facts, uncertainties and opinions, and on a more conservative choice of assumptions. As it stands, the SR 97 performance assessment is not very credible

  9. Empowering Student Learning Through Rubric-Referenced Self-Assessment*

    Science.gov (United States)

    He, Xiaohua; Canty, Anne

    2012-01-01

    Purpose: The purpose of this study was to investigate the effect of rubric-referenced self-assessment on performance of anatomy assignments in a group of chiropractic students. Methods: Participants (N = 259) were first-quarter students who were divided into a treatment group (n = 130) and a comparison group (n = 129). The intervention for both groups involved the use of rubrics to complete the first draft of assignments. General feedback was given by the instructor, and then the students had the opportunity to amend the assignments before resubmission (second draft). The treatment group, however, was also asked to perform rubric-referenced self-assessment of their assignments during their second draft. Although the comparison group was also provided with the identical rubrics for the assignments, the students in this group did not perform rubric-referenced self-assessment. Results: The results revealed that the students in the treatment group who used a rubric-referenced self-assessment learning tool received statistically significant higher scores than the comparison group, who did not use this rubric-referenced self-assessment tool. Conclusion: This study suggests that practicing rubric-referenced self-assessment enhances student performance on assignments. However, educators continue to face the challenge of developing practical and useful rubric tools for student self-assessment PMID:22778527

  10. Learning Progressions as Tools for Assessment and Learning

    Science.gov (United States)

    Shepard, Lorrie A.

    2018-01-01

    This article addresses the teaching and learning side of the learning progressions literature, calling out for measurement specialists the knowledge most needed when collaborating with subject-matter experts in the development of learning progressions. Learning progressions are one of the strongest instantiations of principles from "Knowing…

  11. Formative assessment : Enriching teaching and learning with formative assesment

    NARCIS (Netherlands)

    van Diggelen, M.R.; Morgan, C.M.; Funk, M.; Bruns, M.

    2016-01-01

    Formative assessment is a valuable aspect in teaching and learning, and is proven to be an e ective learning method. There is evidence that adding formative assessment to your teaching increases students’ learning results (Black and William, 1998), but in practice many of the possibilities are left

  12. Using Assessment for Learning Mathematics with Mobile Tablet Based Solutions

    Directory of Open Access Journals (Sweden)

    Ghislain Maurice Norbert Isabwe

    2014-03-01

    Full Text Available This article discusses assessment for learning in mathematics subjects. Teachers of large classes face the challenge of regularly assessing studentsཿ ongoing mathematical learning achievements. Taking the complexity of assessment and feedback for learning as a background, we have developed a new approach to the assessment for learning mathematics at university level. We devised mobile tablet technology supported assessment processes, and we carried out user studies in both Rwanda and Norway. Results of our study indicated that students found it fruitful to be involved in assessing other studentsཿ mathematics work, i.e. assessing fellow studentsཿ answers to mathematical tasks. By being involved in the assessment process, the students expected mathematical learning gains. Their providing and obtaining of feedback to/from their fellow students using technology supported tools were highly appreciated as regards their own mathematical learning process.

  13. Diagnostic assessment of deep learning algorithms for detection of lymph node metastases in women with breast cancer

    NARCIS (Netherlands)

    Bejnordi, Babak Ehteshami; Veta, Mitko; van Diest, Paul Johannes; Van Ginneken, Bram; Karssemeijer, Nico; Litjens, Geert; van der Laak, Jeroen A.W.M.; Hermsen, Meyke; Manson, Quirine F.; Balkenhol, Maschenka; Geessink, Oscar; Stathonikos, Nikolaos; Van Dijk, Marcory C.R.F.; Bult, Peter; Beca, Francisco; Beck, Andrew H.; Wang, Dayong; Khosla, Aditya; Gargeya, Rishab; Irshad, Humayun; Zhong, Aoxiao; Dou, Qi; Li, Quanzheng; Chen, Hao; Lin, Huang Jing; Heng, Pheng Ann; Haß, Christian; Bruni, Elia; Wong, Quincy; Halici, Ugur; Öner, Mustafa Ümit; Cetin-Atalay, Rengul; Berseth, Matt; Khvatkov, Vitali; Vylegzhanin, Alexei; Kraus, Oren; Shaban, Muhammad; Rajpoot, Nasir; Awan, Ruqayya; Sirinukunwattana, Korsuk; Qaiser, Talha; Tsang, Yee Wah; Tellez, David; Annuscheit, Jonas; Hufnagl, Peter; Valkonen, Mira; Kartasalo, Kimmo; Latonen, Leena; Ruusuvuori, Pekka; Liimatainen, Kaisa

    2017-01-01

    IMPORTANCE: Application of deep learning algorithms to whole-slide pathology imagescan potentially improve diagnostic accuracy and efficiency. OBJECTIVE: Assess the performance of automated deep learning algorithms at detecting metastases in hematoxylin and eosin-stained tissue sections of lymph

  14. How explicit and implicit test instructions in an implicit learning task affect performance.

    Directory of Open Access Journals (Sweden)

    Arnaud Witt

    Full Text Available Typically developing children aged 5 to 8 years were exposed to artificial grammar learning. Following an implicit exposure phase, half of the participants received neutral instructions at test while the other half received instructions making a direct, explicit reference to the training phase. We first aimed to assess whether implicit learning operated in the two test conditions. We then evaluated the differential impact of age on learning performances as a function of test instructions. The results showed that performance did not vary as a function of age in the implicit instructions condition, while age effects emerged when explicit instructions were employed at test. However, performance was affected differently by age and the instructions given at test, depending on whether the implicit learning of short or long units was assessed. These results suggest that the claim that the implicit learning process is independent of age needs to be revised.

  15. An analysis of mathematical connection ability based on student learning style on visualization auditory kinesthetic (VAK) learning model with self-assessment

    Science.gov (United States)

    Apipah, S.; Kartono; Isnarto

    2018-03-01

    This research aims to analyze the quality of VAK learning with self-assessment toward the ability of mathematical connection performed by students and to analyze students’ mathematical connection ability based on learning styles in VAK learning model with self-assessment. This research applies mixed method type with concurrent embedded design. The subject of this research consists of VIII grade students from State Junior High School 9 Semarang who apply visual learning style, auditory learning style, and kinesthetic learning style. The data of learning style is collected by using questionnaires, the data of mathematical connection ability is collected by performing tests, and the data of self-assessment is collected by using assessment sheets. The quality of learning is qualitatively valued from planning stage, realization stage, and valuation stage. The result of mathematical connection ability test is analyzed quantitatively by mean test, conducting completeness test, mean differentiation test, and mean proportional differentiation test. The result of the research shows that VAK learning model results in well-qualified learning regarded from qualitative and quantitative sides. Students with visual learning style perform the highest mathematical connection ability, students with kinesthetic learning style perform average mathematical connection ability, and students with auditory learning style perform the lowest mathematical connection ability.

  16. VISUAL ART TEACHERS AND PERFORMANCE ASSESSMENT ...

    African Journals Online (AJOL)

    Charles

    Senior Secondary school visual art teachers constituted the sample of this ... and Performance Assessment Methods in Nigerian Senior Secondary Schools – Bello .... definition includes knowledge, skills, attitudes, metacognition and strategic ...

  17. Learning Assessment in physical education: the relationship between assessment practices of teachers and learning approaches

    Directory of Open Access Journals (Sweden)

    Marco Vinicio Gutiérrez

    2015-02-01

    Full Text Available This article shows the result of an investigation that studied teachers’ assessment practices in Physical Education in public schools from Suba in Bogota and the relationship between these practices with both superfluous and superficial learning approaches. It is organized into two sections; the first presents a classification of the evaluation practices, and the second establishes the relationship between these practices with the superficial and profound learning approaches. This article nourishes itself from a mixed-method research approach wherein the sample consisted of 68 teachers from whom data was collected using a survey. This data was then analyzed using the statistical software R. The results show the object, the purpose, procedures and ways in which teachers develop their assessment practice in physical education, and as well show a trend towards promoting meaningful and profound learning.

  18. Assessing Student Behaviors and Motivation for Actively Learning Biology

    Science.gov (United States)

    Moore, Michael Edward

    2017-01-01

    Vision and Change states that one of the major changes in the way we design biology courses should be a switch in approach from teacher-centered learning to student-centered learning and identifies active learning as a recommended methods. Studies show performance benefits for students taking courses that use active learning. What is unknown is…

  19. Validating YouTube Factors Affecting Learning Performance

    Science.gov (United States)

    Pratama, Yoga; Hartanto, Rudy; Suning Kusumawardani, Sri

    2018-03-01

    YouTube is often used as a companion medium or a learning supplement. One of the educational places that often uses is Jogja Audio School (JAS) which focuses on music production education. Music production is a difficult material to learn, especially at the audio mastering. With tutorial contents from YouTube, students find it easier to learn and understand audio mastering and improved their learning performance. This study aims to validate the role of YouTube as a medium of learning in improving student’s learning performance by looking at the factors that affect student learning performance. The sample involves 100 respondents from JAS at audio mastering level. The results showed that student learning performance increases seen from factors that have a significant influence of motivation, instructional content, and YouTube usefulness. Overall findings suggest that YouTube has a important role to student learning performance in music production education and as an innovative and efficient learning medium.

  20. Tools for peer assessment in an e-learning environment

    Directory of Open Access Journals (Sweden)

    Hugo Nordseth

    2010-11-01

    Full Text Available Our exploration of peer assessment in the formative feedback of themes within ITL111 Digital Competence for teachers (15 ECTS and GEO102 Physical Geography (15 ECTS is based on support from tools within the LMS, sets of learning based outcomes, rubrics and Six Thinking Hats. The overall effect is improved quality of the student assignments and deeper learning. The best results were registered with the use of rubrics where the students were presented with clearly defined criteria for expected performance on a sample of different themes within the course. In order to perform the peer review, the students had to acquire the basic knowledge of the various themes. In addition, seeing how others solved the assignment provided the student with reflections on the themes that would improve the student's own final portfolio.

  1. Analysis and Assessment of Computer-Supported Collaborative Learning Conversations

    NARCIS (Netherlands)

    Trausan-Matu, Stefan

    2008-01-01

    Trausan-Matu, S. (2008). Analysis and Assessment of Computer-Supported Collaborative Learning Conversations. Workshop presentation at the symposium Learning networks for professional. November, 14, 2008, Heerlen, Nederland: Open Universiteit Nederland.

  2. Personality, Assessment Methods and Academic Performance

    Science.gov (United States)

    Furnham, Adrian; Nuygards, Sarah; Chamorro-Premuzic, Tomas

    2013-01-01

    This study examines the relationship between personality and two different academic performance (AP) assessment methods, namely exams and coursework. It aimed to examine whether the relationship between traits and AP was consistent across self-reported versus documented exam results, two different assessment techniques and across different…

  3. The Relationship between Learning Organization Dimensions and Library Performance

    Science.gov (United States)

    Haley, Qing Kong

    2010-01-01

    The purpose of this research was to examine the relationship between learning organization dimensions and academic library performance. It studied whether differences existed in learning organization dimensions given the predictor variables of performance indicators, library resources, and demographics of the academic library. This research…

  4. The Influence of Virtual Learning Environments in Students' Performance

    Science.gov (United States)

    Alves, Paulo; Miranda, Luísa; Morais, Carlos

    2017-01-01

    This paper focuses mainly on the relation between the use of a virtual learning environment (VLE) and students' performance. Therefore, virtual learning environments are characterised and a study is presented emphasising the frequency of access to a VLE and its relation with the students' performance from a public higher education institution…

  5. Organisational Learning and Performance--An Empirical Study

    Science.gov (United States)

    Jyothibabu, C.; Pradhan, Bibhuti Bhusan; Farooq, Ayesha

    2011-01-01

    This paper explores the important question "how the learning entities--individual, group or organisation--are affecting organisational performance". The answer is important for promoting learning and improving performance. This empirical study in the leading power utility in India found that there is a positive relation between…

  6. Student Learning Styles and Performance in an Introductory Finance Class

    Science.gov (United States)

    Seiver, Daniel Alan; Haddad, Kamal; Do, Andrew

    2014-01-01

    Many academic disciplines have examined the role that variation in Jungian personality types plays in the academic performance of college students. Different personality types tend to have different learning styles, which in turn influence student performance in a variety of college courses. To measure the impact of learning styles on student…

  7. Neural Correlates of High Performance in Foreign Language Vocabulary Learning

    Science.gov (United States)

    Macedonia, Manuela; Muller, Karsten; Friederici, Angela D.

    2010-01-01

    Learning vocabulary in a foreign language is a laborious task which people perform with varying levels of success. Here, we investigated the neural underpinning of high performance on this task. In a within-subjects paradigm, participants learned 92 vocabulary items under two multimodal conditions: one condition paired novel words with iconic…

  8. Development of E-learning prototype for MUET assessment

    Science.gov (United States)

    Mit Anak Mawan, Amylia; Mohamed, Rozlini; Othman, Muhaini; Yusof, Munirah Mohd

    2017-08-01

    This paper aims to discuss the development of E-learning prototype for MUET assessment in Fakulti Sains Komputer dan Teknologi Maklumat (FSKTM), Universiti Tun Hussein Onn Malaysia (UTHM) namely, MUET Online System. The system is considered as a learning centre to study MUET examination that follows the MUET syllabus. The system will be used to assist students in making preparation before sitting for MUET examination. Before student can gain access to the system, students need to sign up and pay some fees before they are enrolled into virtual MUET class. The class will be guided by the English language lecturer from Faculty of Science, Technology and Human Development (FSTPI), UTHM as teacher. The system provides learning modules, quiz and test section. At the end of learning session students’ performance are assessed through quizzes and test measure the level of student understands. The teacher will evaluate the student’s mark and provide advices to the student. Therefore, the MUET Online System will be able to improve student knowledge in English language and subsequently help student to obtain the best result in MUET by providing more guided references and practices.

  9. Real-time Color Codes for Assessing Learning Process

    OpenAIRE

    Dzelzkalēja, L; Kapenieks, J

    2016-01-01

    Effective assessment is an important way for improving the learning process. There are existing guidelines for assessing the learning process, but they lack holistic digital knowledge society considerations. In this paper the authors propose a method for real-time evaluation of students’ learning process and, consequently, for quality evaluation of teaching materials both in the classroom and in the distance learning environment. The main idea of the proposed Color code method (CCM) is to use...

  10. Motivation, learning strategies, participation and medical school performance.

    Science.gov (United States)

    Stegers-Jager, Karen M; Cohen-Schotanus, Janke; Themmen, Axel P N

    2012-07-01

    Medical schools wish to better understand why some students excel academically and others have difficulty in passing medical courses. Components of self-regulated learning (SRL), such as motivational beliefs and learning strategies, as well as participation in scheduled learning activities, have been found to relate to student performance. Although participation may be a form of SRL, little is known about the relationships among motivational beliefs, learning strategies, participation and medical school performance. This study aimed to test and cross-validate a hypothesised model of relationships among motivational beliefs (value and self-efficacy), learning strategies (deep learning and resource management), participation (lecture attendance, skills training attendance and completion of optional study assignments) and Year 1 performance at medical school. Year 1 medical students in the cohorts of 2008 (n = 303) and 2009 (n = 369) completed a questionnaire on motivational beliefs and learning strategies (sourced from the Motivated Strategies for Learning Questionnaire) and participation. Year 1 performance was operationalised as students' average Year 1 course examination grades. Structural equation modelling was used to analyse the data. Participation and self-efficacy beliefs were positively associated with Year 1 performance (β = 0.78 and β = 0.19, respectively). Deep learning strategies were negatively associated with Year 1 performance (β =- 0.31), but positively related to resource management strategies (β = 0.77), which, in turn, were positively related to participation (β = 0.79). Value beliefs were positively related to deep learning strategies only (β = 0.71). The overall structural model for the 2008 cohort accounted for 47% of the variance in Year 1 grade point average and was cross-validated in the 2009 cohort. This study suggests that participation mediates the relationships between motivation and learning strategies, and medical school

  11. Assessing Vocal Performances Using Analytical Assessment: A Case Study

    Science.gov (United States)

    Gynnild, Vidar

    2016-01-01

    This study investigated ways to improve the appraisal of vocal performances within a national academy of music. Since a criterion-based assessment framework had already been adopted, the conceptual foundation of an assessment rubric was used as a guide in an action research project. The group of teachers involved wanted to explore thinking…

  12. Physician Performance Assessment: Prevention of Cardiovascular Disease

    Science.gov (United States)

    Lipner, Rebecca S.; Weng, Weifeng; Caverzagie, Kelly J.; Hess, Brian J.

    2013-01-01

    Given the rising burden of healthcare costs, both patients and healthcare purchasers are interested in discerning which physicians deliver quality care. We proposed a methodology to assess physician clinical performance in preventive cardiology care, and determined a benchmark for minimally acceptable performance. We used data on eight…

  13. Assessing irrigation performance by using remote sensing

    NARCIS (Netherlands)

    Bandara, K.M.P.S.

    2006-01-01

    Keywords: Performance indicators, performance assessment, diagnostic approach, SEBAL, target level, grain yield, water productivity, error estimation, spatio-temporal resolution.

    In

  14. Performing the lockout/tagout risk assessment.

    Science.gov (United States)

    Wallace, W Jon

    2007-03-01

    Lockout/tagout provides the greatest level routine, repetitive, and integral to the production process, a risk assessment should be performed. If the task performed poses an unacceptable risk, acceptable risk reduction methods should be implemented to reduce the risk to acceptable levels.

  15. Performance assessment review for DOE LLW disposal facilities

    International Nuclear Information System (INIS)

    Wilhite, Elmer L.

    1992-01-01

    The United States Department of Energy (US DOE) disposes of low-level radioactive waste in near-surface disposal facilities. Safety of the disposal operations is evaluated for operational safety as well as long-term safety. Operational safety is evaluated based on the perceived level of hazard of the operation and may vary from a simple safety assessment to a safety analysis report. Long-term safety of all low-level waste disposal systems is evaluated through the conduct of a radiological performance assessment. The US DOE has established radiological performance objectives for disposal of low-level waste. They are to protect a member of the general public from receiving over 25 mrem/y, and an inadvertent intruder into the waste from receiving over 100 mrem/y continuous exposure or 500 mrem from a single exposure. For a disposal system to be acceptable, a performance assessment must be prepared which must be technically accurate and provide reasonable assurance that these performance objectives are met. Technical quality of the performance assessments is reviewed by a panel of experts. The panel of experts is used in two ways to assure the technical quality of performance assessment. A preliminary (generally 2 day) review by the panel is employed in the late stages of development to provide guidance on finalizing the performance assessment. The comments from this review are communicated to the personnel responsible for the performance assessment for consideration and incorporation. After finalizing the performance assessment, it is submitted for a formal review. The formal review is accomplished by a much more thorough analysis of the performance assessment over a multi-week time period. The panel then formally reports their recommendations to the US DOE waste management senior staff who make the final determination on acceptability of the performance assessment. A number of lessons have been learned from conducting several preliminary reviews of performance

  16. Gamma camera performance: technical assessment protocol

    International Nuclear Information System (INIS)

    Bolster, A.A.; Waddington, W.A.

    1996-01-01

    This protocol addresses the performance assessment of single and dual headed gamma cameras. No attempt is made to assess the performance of any associated computing systems. Evaluations are usually performed on a gamma camera commercially available within the United Kingdom and recently installed at a clinical site. In consultation with the manufacturer, GCAT selects the site and liaises with local staff to arrange a mutually convenient time for assessment. The manufacturer is encouraged to have a representative present during the evaluation. Three to four days are typically required for the evaluation team to perform the necessary measurements. When access time is limited, the team will modify the protocol to test the camera as thoroughly as possible. Data are acquired on the camera's computer system and are subsequently transferred to the independent GCAT computer system for analysis. This transfer from site computer to the independent system is effected via a hardware interface and Interfile data transfer. (author)

  17. Gamma camera performance: technical assessment protocol

    Energy Technology Data Exchange (ETDEWEB)

    Bolster, A.A. [West Glasgow Hospitals NHS Trust, London (United Kingdom). Dept. of Clinical Physics; Waddington, W.A. [University College London Hospitals NHS Trust, London (United Kingdom). Inst. of Nuclear Medicine

    1996-12-31

    This protocol addresses the performance assessment of single and dual headed gamma cameras. No attempt is made to assess the performance of any associated computing systems. Evaluations are usually performed on a gamma camera commercially available within the United Kingdom and recently installed at a clinical site. In consultation with the manufacturer, GCAT selects the site and liaises with local staff to arrange a mutually convenient time for assessment. The manufacturer is encouraged to have a representative present during the evaluation. Three to four days are typically required for the evaluation team to perform the necessary measurements. When access time is limited, the team will modify the protocol to test the camera as thoroughly as possible. Data are acquired on the camera`s computer system and are subsequently transferred to the independent GCAT computer system for analysis. This transfer from site computer to the independent system is effected via a hardware interface and Interfile data transfer. (author).

  18. Bayesian network learning for natural hazard assessments

    Science.gov (United States)

    Vogel, Kristin

    2016-04-01

    Even though quite different in occurrence and consequences, from a modelling perspective many natural hazards share similar properties and challenges. Their complex nature as well as lacking knowledge about their driving forces and potential effects make their analysis demanding. On top of the uncertainty about the modelling framework, inaccurate or incomplete event observations and the intrinsic randomness of the natural phenomenon add up to different interacting layers of uncertainty, which require a careful handling. Thus, for reliable natural hazard assessments it is crucial not only to capture and quantify involved uncertainties, but also to express and communicate uncertainties in an intuitive way. Decision-makers, who often find it difficult to deal with uncertainties, might otherwise return to familiar (mostly deterministic) proceedings. In the scope of the DFG research training group „NatRiskChange" we apply the probabilistic framework of Bayesian networks for diverse natural hazard and vulnerability studies. The great potential of Bayesian networks was already shown in previous natural hazard assessments. Treating each model component as random variable, Bayesian networks aim at capturing the joint distribution of all considered variables. Hence, each conditional distribution of interest (e.g. the effect of precautionary measures on damage reduction) can be inferred. The (in-)dependencies between the considered variables can be learned purely data driven or be given by experts. Even a combination of both is possible. By translating the (in-)dependences into a graph structure, Bayesian networks provide direct insights into the workings of the system and allow to learn about the underlying processes. Besides numerous studies on the topic, learning Bayesian networks from real-world data remains challenging. In previous studies, e.g. on earthquake induced ground motion and flood damage assessments, we tackled the problems arising with continuous variables

  19. Beyond Measurement-Driven Instruction: Achieving Deep Learning Based on Constructivist Learning Theory, Integrated Assessment, and a Flipped Classroom Approach

    Science.gov (United States)

    Bernauer, James A.; Fuller, Richard G.

    2017-01-01

    The authors focus on the critical role of assessment within a flipped classroom environment where instruction is based on constructivist learning theory and where desired student outcomes are at the higher levels of Bloom's Taxonomy. While assessment is typically thought of in terms of providing summative measures of performance or achievement, it…

  20. Systemic assessment framework of a learning organization's competitive positioning

    Directory of Open Access Journals (Sweden)

    Wissam EL Hachem

    2014-09-01

    Full Text Available Purpose: The purpose of this paper is to devise an innovative feasible, replicable and comprehensive assessment framework of a learning organization's competitive positioning. Design/methodology/approach: The three characteristics listed above are approached as follows. Feasible refers to being easy and not in need of much resources (time, personnel,.... This is done through early elimination of non-important variables. Replicable is having a well structured methodology based on scientific proven methods. Following this methodology would result in good results that can be explained if needed and replicated if deemed necessary. Comprehensive translates into a holistic set of indices that measure performance as well as organizational learning. Findings and Originality/value: The three attributes (feasible, replicable and comprehensive have become crucial for ensuring any kind of added value for such a methodology that hopes to tackle the modern dynamic business environment and gaining a sustainable competitive advantage. Research limitations/implications: Such a methodology would require several full contextual applications to be able to set its final design. It entails thorough internal revision of a company's structure. Therefore a great deal of transparency and self-transcendence from the individual involved is a pre-requisite for any chance of success. Originality/value: It offers a systematic way to assess a company's performance/competitive positioning while accounting for the crucial attribute of organizational learning in its makeup.

  1. A Perspective on Student Learning Outcome Assessment at Qatar University

    Science.gov (United States)

    Al-Thani, Shaikha Jabor; Abdelmoneim, Ali; Daoud, Khaled; Cherif, Adel; Moukarzel, Dalal

    2014-01-01

    This paper provides a unique perspective on the student learning outcome assessment process as adopted and implemented at Qatar University from 2006 to 2012. The progress of the student learning outcome assessment and continuous improvement efforts at the university and the initiatives taken to establish a culture of assessment and evidence-based…

  2. Assessment of learning components of management training course ...

    African Journals Online (AJOL)

    Assessment of learning components of any training course provides a benchmark through which training institutions or organizers could assess the effectiveness of the training. The study assessed learning components of agricultural research management training course organized for senior research managers in Nigeria.

  3. Innovative Assessment Paradigm to Enhance Student Learning in Engineering Education

    Science.gov (United States)

    El-Maaddawy, Tamer

    2017-01-01

    Incorporation of student self-assessment (SSA) in engineering education offers opportunities to support and encourage learner-led-learning. This paper presents an innovative assessment paradigm that integrates formative, summative, and SSA to enhance student learning. The assessment innovation was implemented in a senior-level civil engineering…

  4. Constructing a Grounded Theory of E-Learning Assessment

    Science.gov (United States)

    Alonso-Díaz, Laura; Yuste-Tosina, Rocío

    2015-01-01

    This study traces the development of a grounded theory of assessment in e-learning environments, a field in need of research to establish the parameters of an assessment that is both reliable and worthy of higher learning accreditation. Using grounded theory as a research method, we studied an e-assessment model that does not require physical…

  5. Development and Evaluation of a Computer-Based Learning Environment for Teachers: Assessment of Learning Strategies in Learning Journals

    Directory of Open Access Journals (Sweden)

    Inga Glogger

    2013-01-01

    Full Text Available Training teachers to assess important components of self-regulated learning such as learning strategies is an important, yet somewhat neglected, aspect of the integration of self-regulated learning at school. Learning journals can be used to assess learning strategies in line with cyclical process models of self-regulated learning, allowing for rich formative feedback. Against this background, we developed a computer-based learning environment (CBLE that trains teachers to assess learning strategies with learning journals. The contents of the CBLE and its instructional design were derived from theory. The CBLE was further shaped by research in a design-based manner. Finally, in two evaluation studies, student teachers (N1=44; N2=89 worked with the CBLE. We analyzed satisfaction, interest, usability, and assessment skills. Additionally, in evaluation study 2, effects of an experimental variation on motivation and assessment skills were tested. We found high satisfaction, interest, and good usability, as well as satisfying assessment skills, after working with the CBLE. Results show that teachers can be trained to assess learning strategies in learning journals. The developed CBLE offers new perspectives on how to support teachers in fostering learning strategies as central component of effective self-regulated learning at school.

  6. Stimulating Learning with Integrated Assessments in Construction Education

    Directory of Open Access Journals (Sweden)

    Imriyas Kamardeen

    2014-09-01

    Full Text Available Quality of learning students experience is heavily dependent on the effectiveness of course design. Assessments are a key component in course design and students determine their level of involvement in a learning activity based on whether it is assessed or not. Assessments are therefore a powerful tool that lecturers can utilise to drive learning. However, designing effective assessments to stimulate learning is challenging in the presence of disciplinary, contextual dimensions. A case study approach is adopted to demonstrate how effective integrated assessment schemes may be developed and implemented for construction education. The scheme in the case study amalgamated case-based learning, online quizzes and adaptive eTests to provide a variety of assessments, aligned with lecture topics and contemporary real-word scenarios. It was found that the presence of both formative and summative tasks in the assessment scheme complemented each other, kept students constantly motivated and engaged in learning, and resulted in a good learning experience for them. The study provide evidence, and valuable insights and tips for lecturers in similar degree programs as to how they could modify pedagogical styles in their courses for better learning experiences for students and improved teaching ratings for themselves. Keywords: Pedagogy, Integrated assessment, Case-based learning, Online quiz, Adaptive eLearning

  7. Stimulating Learning with Integrated Assessments in Construction Education

    Directory of Open Access Journals (Sweden)

    Imriyas Kamardeen

    2014-09-01

    Full Text Available Quality of learning students experience is heavily dependent on the effectiveness of course design. Assessments are a key component in course design and students determine their level of involvement in a learning activity based on whether it is assessed or not. Assessments are therefore a powerful tool that lecturers can utilise to drive learning. However, designing effective assessments to stimulate learning is challenging in the presence of disciplinary, contextual dimensions. A case study approach is adopted to demonstrate how effective integrated assessment schemes may be developed and implemented for construction education. The scheme in the case study amalgamated case-based learning, online quizzes and adaptive eTests to provide a variety of assessments, aligned with lecture topics and contemporary real-word scenarios. It was found that the presence of both formative and summative tasks in the assessment scheme complemented each other, kept students constantly motivated and engaged in learning, and resulted in a good learning experience for them. The study provide evidence, and valuable insights and tips for lecturers in similar degree programs as to how they could modify pedagogical styles in their courses for better learning experiences for students and improved teaching ratings for themselves.   Keywords: Pedagogy, Integrated assessment, Case-based learning, Online quiz, Adaptive eLearning

  8. Assessment of Student Music Performances Using Deep Neural Networks

    Directory of Open Access Journals (Sweden)

    Kumar Ashis Pati

    2018-03-01

    Full Text Available Music performance assessment is a highly subjective task often relying on experts to gauge both the technical and aesthetic aspects of the performance from the audio signal. This article explores the task of building computational models for music performance assessment, i.e., analyzing an audio recording of a performance and rating it along several criteria such as musicality, note accuracy, etc. Much of the earlier work in this area has been centered around using hand-crafted features intended to capture relevant aspects of a performance. However, such features are based on our limited understanding of music perception and may not be optimal. In this article, we propose using Deep Neural Networks (DNNs for the task and compare their performance against a baseline model using standard and hand-crafted features. We show that, using input representations at different levels of abstraction, DNNs can outperform the baseline models across all assessment criteria. In addition, we use model analysis techniques to further explain the model predictions in an attempt to gain useful insights into the assessment process. The results demonstrate the potential of using supervised feature learning techniques to better characterize music performances.

  9. Training and performance: The mediating role of organizational learning

    Directory of Open Access Journals (Sweden)

    María Isabel Barba Aragón

    2014-07-01

    Full Text Available Although there is a general recognition in the literature that training improves a firm's performance, empirical research does not always provide evidence to support this effect. One possible explanation is that training does not have a direct effect on performance but an indirect effect by improving other organizational outcomes. This paper suggests that organizational learning is one of those variables and that it mediates the relationship between training and performance and that the adoption of a learning-oriented training enhances performances through its positive effect on organizational learning. Using a sample of Spanish firms we obtain empirical evidence, which supports the view that this mediating effect is present.

  10. Auditory and motor imagery modulate learning in music performance.

    Science.gov (United States)

    Brown, Rachel M; Palmer, Caroline

    2013-01-01

    Skilled performers such as athletes or musicians can improve their performance by imagining the actions or sensory outcomes associated with their skill. Performers vary widely in their auditory and motor imagery abilities, and these individual differences influence sensorimotor learning. It is unknown whether imagery abilities influence both memory encoding and retrieval. We examined how auditory and motor imagery abilities influence musicians' encoding (during Learning, as they practiced novel melodies), and retrieval (during Recall of those melodies). Pianists learned melodies by listening without performing (auditory learning) or performing without sound (motor learning); following Learning, pianists performed the melodies from memory with auditory feedback (Recall). During either Learning (Experiment 1) or Recall (Experiment 2), pianists experienced either auditory interference, motor interference, or no interference. Pitch accuracy (percentage of correct pitches produced) and temporal regularity (variability of quarter-note interonset intervals) were measured at Recall. Independent tests measured auditory and motor imagery skills. Pianists' pitch accuracy was higher following auditory learning than following motor learning and lower in motor interference conditions (Experiments 1 and 2). Both auditory and motor imagery skills improved pitch accuracy overall. Auditory imagery skills modulated pitch accuracy encoding (Experiment 1): Higher auditory imagery skill corresponded to higher pitch accuracy following auditory learning with auditory or motor interference, and following motor learning with motor or no interference. These findings suggest that auditory imagery abilities decrease vulnerability to interference and compensate for missing auditory feedback at encoding. Auditory imagery skills also influenced temporal regularity at retrieval (Experiment 2): Higher auditory imagery skill predicted greater temporal regularity during Recall in the presence of

  11. Auditory and motor imagery modulate learning in music performance

    Science.gov (United States)

    Brown, Rachel M.; Palmer, Caroline

    2013-01-01

    Skilled performers such as athletes or musicians can improve their performance by imagining the actions or sensory outcomes associated with their skill. Performers vary widely in their auditory and motor imagery abilities, and these individual differences influence sensorimotor learning. It is unknown whether imagery abilities influence both memory encoding and retrieval. We examined how auditory and motor imagery abilities influence musicians' encoding (during Learning, as they practiced novel melodies), and retrieval (during Recall of those melodies). Pianists learned melodies by listening without performing (auditory learning) or performing without sound (motor learning); following Learning, pianists performed the melodies from memory with auditory feedback (Recall). During either Learning (Experiment 1) or Recall (Experiment 2), pianists experienced either auditory interference, motor interference, or no interference. Pitch accuracy (percentage of correct pitches produced) and temporal regularity (variability of quarter-note interonset intervals) were measured at Recall. Independent tests measured auditory and motor imagery skills. Pianists' pitch accuracy was higher following auditory learning than following motor learning and lower in motor interference conditions (Experiments 1 and 2). Both auditory and motor imagery skills improved pitch accuracy overall. Auditory imagery skills modulated pitch accuracy encoding (Experiment 1): Higher auditory imagery skill corresponded to higher pitch accuracy following auditory learning with auditory or motor interference, and following motor learning with motor or no interference. These findings suggest that auditory imagery abilities decrease vulnerability to interference and compensate for missing auditory feedback at encoding. Auditory imagery skills also influenced temporal regularity at retrieval (Experiment 2): Higher auditory imagery skill predicted greater temporal regularity during Recall in the presence of

  12. Do emergency medicine residents and faculty have similar learning styles when assessed with the Kolb learning style assessment tool?

    Science.gov (United States)

    Fredette, Jenna; O'Brien, Corinne; Poole, Christy; Nomura, Jason

    2015-04-01

    Experiential learning theory and the Kolb Learning Style Inventory (Kolb LSI) have influenced educators worldwide for decades. Knowledge of learning styles can create efficient learning environments, increase information retention, and improve learner satisfaction. Learning styles have been examined in medicine previously, but not specifically with Emergency Medicine (EM) residents and attendings. Using the Kolb LSI, the learning styles of Emergency Medicine residents and attendings were assessed. The findings showed that the majority of EM residents and attendings shared the accommodating learning style. This result was different than prior studies that found the majority of medical professionals had a converging learning style and other studies that found attendings often have different learning styles than residents. The issue of learning styles among emergency medical residents and attendings is important because learning style knowledge may have an impact on how a residency program structures curriculum and how EM residents are successfully, efficiently, and creatively educated.

  13. Using Machine Learning to Advance Personality Assessment and Theory.

    Science.gov (United States)

    Bleidorn, Wiebke; Hopwood, Christopher James

    2018-05-01

    Machine learning has led to important advances in society. One of the most exciting applications of machine learning in psychological science has been the development of assessment tools that can powerfully predict human behavior and personality traits. Thus far, machine learning approaches to personality assessment have focused on the associations between social media and other digital records with established personality measures. The goal of this article is to expand the potential of machine learning approaches to personality assessment by embedding it in a more comprehensive construct validation framework. We review recent applications of machine learning to personality assessment, place machine learning research in the broader context of fundamental principles of construct validation, and provide recommendations for how to use machine learning to advance our understanding of personality.

  14. Quest Learning and Assessment, UT Austin

    Science.gov (United States)

    Lewis, Gerald; McDonald, Patsy; Hostetler, Rhonda

    2010-03-01

    Quest Learning & Assessment is an innovative web-based tool for instructors and students of math and science. Quest was created at The University of Texas at Austin to address educational challenges at one of the biggest universities in the country. It now serves a primary role in classes taught within UT's College of Natural Sciences. Quest covers subjects ranging from mathematics, chemistry, biology, physics, computer science and statistics. For instructors, Quest offers an easy way to create homework assignments, quizzes and exams with its extensive knowledge base. Since most questions have built-in variations Quest can create custom assignments for each student, which are automatically graded. Once solutions are available, students can read detailed explanations to questions and understand why their answer was correct or incorrect. Quest has graded over 30 million student responses and is now available to all education institutions.

  15. 5th Total System Performance Assessment Workshop

    International Nuclear Information System (INIS)

    Hwang, Yong Soo; Lee, Youn Myoung; Kang, Chul Hyung; Lee, Sung Ho

    2009-07-01

    Research items on safety assessment of high-level waste repository have been proposed by external invited experts outside KAERI and discussed extensively during the annual 5th performance assessment workshop prepared by safety assessment group in KAERI. This could be useful to set up R and D plans necessary for the next phase of mid- and long-term reaserch area regarding the safety assessment of high-level waste repository. Through the research and the presentation, HLW-related research and development area including such specific research items as current status of HLW safety assessment research, current requirement for the licensing of the repository system, priority on research area, data base building for the safety assessment, source-term modeling as well as safety case, among many others, have been discussed and summarized

  16. Auditory and motor imagery modulate learning in music performance

    Directory of Open Access Journals (Sweden)

    Rachel M. Brown

    2013-07-01

    Full Text Available Skilled performers such as athletes or musicians can improve their performance by imagining the actions or sensory outcomes associated with their skill. Performers vary widely in their auditory and motor imagery abilities, and these individual differences influence sensorimotor learning. It is unknown whether imagery abilities influence both memory encoding and retrieval. We examined how auditory and motor imagery abilities influence musicians’ encoding (during Learning, as they practiced novel melodies, and retrieval (during Recall of those melodies. Pianists learned melodies by listening without performing (auditory learning or performing without sound (motor learning; following Learning, pianists performed the melodies from memory with auditory feedback (Recall. During either Learning (Experiment 1 or Recall (Experiment 2, pianists experienced either auditory interference, motor interference, or no interference. Pitch accuracy (percentage of correct pitches produced and temporal regularity (variability of quarter-note interonset intervals were measured at Recall. Independent tests measured auditory and motor imagery skills. Pianists’ pitch accuracy was higher following auditory learning than following motor learning and lower in motor interference conditions (Experiments 1 and 2. Both auditory and motor imagery skills improved pitch accuracy overall. Auditory imagery skills modulated pitch accuracy encoding (Experiment 1: Higher auditory imagery skill corresponded to higher pitch accuracy following auditory learning with auditory or motor interference, and following motor learning with motor or no interference. These findings suggest that auditory imagery abilities decrease vulnerability to interference and compensate for missing auditory feedback at encoding. Auditory imagery skills also influenced temporal regularity at retrieval (Experiment 2: Higher auditory imagery skill predicted greater temporal regularity during Recall in the

  17. Deep geologic disposal. Lessons learnt from recent performance assessment studies

    International Nuclear Information System (INIS)

    Pescatore, C.; Andersson, J.

    1998-01-01

    Performance assessment (PA) studies are part of the decision basis for the siting, operation, and closure of deep repositories of long-lived nuclear wastes. In 1995 the NEA set up the Working Group on Integrated Performance Assessments of Deep Repositories (IPAG) with the goals to analyse existing PA studies, learn about what has been produced to date, and shed light on what could be done in future studies. Ten organisations submitted their most recent PA study for analysis and discussion, including written answers to over 70 questions. Waste management programmes, disposal concepts, geologies, and different types and amounts of waste offered a unique opportunity for exchanging information, assessing progress in PA since 1990, and identifying recent trends. A report was completed whose main lessons are overviewed. (author)

  18. Exploration of Machine Learning Approaches to Predict Pavement Performance

    Science.gov (United States)

    2018-03-23

    Machine learning (ML) techniques were used to model and predict pavement condition index (PCI) for various pavement types using a variety of input variables. The primary objective of this research was to develop and assess PCI predictive models for t...

  19. Small animal PET: aspects of performance assessment

    International Nuclear Information System (INIS)

    Weber, Simone; Bauer, Andreas

    2004-01-01

    Dedicated small animal positron emission tomography (PET) systems are increasingly prevalent in industry (e.g. for preclinical drug development) and biological research. Such systems permit researchers to perform animal studies of a longitudinal design characterised by repeated measurements in single animals. With the advent of commercial systems, scanners have become readily available and increasingly popular. As a consequence, technical specifications are becoming more diverse, making scanner systems less broadly applicable. The investigator has, therefore, to make a decision regarding which type of scanner is most suitable for the intended experiments. This decision should be based on gantry characteristics and the physical performance. The first few steps have been taken towards standardisation of the assessment of performance characteristics of dedicated animal PET systems, though such assessment is not yet routinely implemented. In this review, we describe current methods of evaluation of physical performance parameters of small animal PET scanners. Effects of methodologically different approaches on the results are assessed. It is underscored that particular attention has to be paid to spatial resolution, sensitivity, scatter fraction and count rate performance. Differences in performance measurement methods are described with regard to commercially available systems, namely the Concorde MicroPET systems P4 and R4 and the quad-HIDAC. Lastly, consequences of differences in scanner performance parameters are rated with respect to applications of small animal PET. (orig.)

  20. Multi-instance dictionary learning via multivariate performance measure optimization

    KAUST Repository

    Wang, Jim Jing-Yan

    2016-12-29

    The multi-instance dictionary plays a critical role in multi-instance data representation. Meanwhile, different multi-instance learning applications are evaluated by specific multivariate performance measures. For example, multi-instance ranking reports the precision and recall. It is not difficult to see that to obtain different optimal performance measures, different dictionaries are needed. This observation motives us to learn performance-optimal dictionaries for this problem. In this paper, we propose a novel joint framework for learning the multi-instance dictionary and the classifier to optimize a given multivariate performance measure, such as the F1 score and precision at rank k. We propose to represent the bags as bag-level features via the bag-instance similarity, and learn a classifier in the bag-level feature space to optimize the given performance measure. We propose to minimize the upper bound of a multivariate loss corresponding to the performance measure, the complexity of the classifier, and the complexity of the dictionary, simultaneously, with regard to both the dictionary and the classifier parameters. In this way, the dictionary learning is regularized by the performance optimization, and a performance-optimal dictionary is obtained. We develop an iterative algorithm to solve this minimization problem efficiently using a cutting-plane algorithm and a coordinate descent method. Experiments on multi-instance benchmark data sets show its advantage over both traditional multi-instance learning and performance optimization methods.

  1. Multi-instance dictionary learning via multivariate performance measure optimization

    KAUST Repository

    Wang, Jim Jing-Yan; Tsang, Ivor Wai-Hung; Cui, Xuefeng; Lu, Zhiwu; Gao, Xin

    2016-01-01

    The multi-instance dictionary plays a critical role in multi-instance data representation. Meanwhile, different multi-instance learning applications are evaluated by specific multivariate performance measures. For example, multi-instance ranking reports the precision and recall. It is not difficult to see that to obtain different optimal performance measures, different dictionaries are needed. This observation motives us to learn performance-optimal dictionaries for this problem. In this paper, we propose a novel joint framework for learning the multi-instance dictionary and the classifier to optimize a given multivariate performance measure, such as the F1 score and precision at rank k. We propose to represent the bags as bag-level features via the bag-instance similarity, and learn a classifier in the bag-level feature space to optimize the given performance measure. We propose to minimize the upper bound of a multivariate loss corresponding to the performance measure, the complexity of the classifier, and the complexity of the dictionary, simultaneously, with regard to both the dictionary and the classifier parameters. In this way, the dictionary learning is regularized by the performance optimization, and a performance-optimal dictionary is obtained. We develop an iterative algorithm to solve this minimization problem efficiently using a cutting-plane algorithm and a coordinate descent method. Experiments on multi-instance benchmark data sets show its advantage over both traditional multi-instance learning and performance optimization methods.

  2. Academic performance in blended learning in higher education

    OpenAIRE

    Moreira, J. António; Mendes, Alexandra

    2011-01-01

    Institutions of Higher Education in Portugal face today unique challenges. Aware of the change, in general, these institutions have presented reform initiatives covering in their strategic plans new frames ofoperation, where e-learning and/or b-learning are recognized. The present study aims mainly to know the impact that b-learning and the implementation of some pedagogical models adapted to these environments may have on academic performance of students in higher education. Data analysis, r...

  3. Editorial: Technology for higher education, adult learning and human performance

    OpenAIRE

    Minhong Wang; Chi-Cheng Chang; Feng Wu

    2013-01-01

    This special issue is dedicated to technology-enabled approaches for improving higher education, adult learning, and human performance. Improvement of learning and human development for sustainable development has been recognized as a key strategy for individuals, institutions, and organizations to strengthen their competitive advantages. It becomes crucial to help adult learners and knowledge workers to improve their self-directed and life-long learning capabilities. Meanwhile, advances in t...

  4. Assessment of Learning Gains in a Flipped Biochemistry Classroom

    Science.gov (United States)

    Ojennus, Deanna Dahlke

    2016-01-01

    The flipped classroom has become an increasingly popular pedagogical approach to teaching and learning. In this study, learning gains were assessed in a flipped biochemistry course and compared to gains in a traditional lecture. Although measured learning gains were not significantly different between the two courses, student perception of…

  5. Student Engagement and Blended Learning: Making the Assessment Connection

    Science.gov (United States)

    Vaughan, Norman

    2014-01-01

    There is an increased focus on student engagement and blended approaches to learning in higher education. This article demonstrates how collaborative learning applications and a blended approach to learning can be used to design and support assessment activities that increase levels of student engagement with course concepts, their peers, faculty…

  6. Influence of learning style on instructional multimedia effects on graduate student cognitive and psychomotor performance.

    Science.gov (United States)

    Smith, A Russell; Cavanaugh, Catherine; Jones, Joyce; Venn, John; Wilson, William

    2006-01-01

    Learning outcomes may improve in graduate healthcare students when attention is given to individual learning styles. Interactive multimedia is one tool shown to increase success in meeting the needs of diverse learners. The purpose of this study was to examine the effect of learning style and type of instruction on physical therapy students' cognitive and psychomotor performance. Participants were obtained by a sample of convenience with students recruited from two physical therapy programs. Twenty-seven students volunteered to participate from Program 1. Twenty-three students volunteered to participate from Program 2. Gregorc learning styles were identified through completion of the Gregorc Style Delineator. Students were randomly assigned to one of two instructional strategies: 1) instructional CD or 2) live demonstration. Differences in cognitive or psychomotor performance following instructional multimedia based on learning style were not demonstrated in this study. Written examination scores improved with both instructional strategies demonstrating no differences between the strategies. Practical examination ankle scores were significantly higher in participants receiving CD instruction than in participants receiving live presentation. Learning style did not significantly affect this improvement. Program 2 performed significantly better on written knee and practical knee and ankle examinations. Learning style had no significant effect on student performance following instruction in clinical skills via interactive multimedia. Future research may include additional measurement instruments assessing other models of learning styles and possible interaction of learning style and instructional strategy on students over longer periods of time, such as a semester or an entire curriculum.

  7. Risk assessment of atmospheric emissions using machine learning

    Directory of Open Access Journals (Sweden)

    G. Cervone

    2008-09-01

    Full Text Available Supervised and unsupervised machine learning algorithms are used to perform statistical and logical analysis of several transport and dispersion model runs which simulate emissions from a fixed source under different atmospheric conditions.

    First, a clustering algorithm is used to automatically group the results of different transport and dispersion simulations according to specific cloud characteristics. Then, a symbolic classification algorithm is employed to find complex non-linear relationships between the meteorological input conditions and each cluster of clouds. The patterns discovered are provided in the form of probabilistic measures of contamination, thus suitable for result interpretation and dissemination.

    The learned patterns can be used for quick assessment of the areas at risk and of the fate of potentially hazardous contaminants released in the atmosphere.

  8. A Longitudinal Assessment of an Initial Cohort in a Psychology Learning Community

    Science.gov (United States)

    Buch, Kim; Spaulding, Sue

    2008-01-01

    Discipline-based learning communities have become a popular strategy for improving student performance and satisfaction. This article describes the goals and features of a university-based, first-year psychology learning community (PLC) implemented in Fall 2003. We also report the results of a longitudinal assessment of the impact of the PLC on…

  9. Learning to assess in the academic workplace: Case study in the ...

    African Journals Online (AJOL)

    A study into how academics learn to assess student performance affirms the significance of context in understanding learning in the academic workplace. The study involved three case studies in academic departments with significant differences in the teaching, research and professional dimensions of academic life.

  10. Increasing Student Metacognition and Learning through Classroom-Based Learning Communities and Self-Assessment

    Directory of Open Access Journals (Sweden)

    Amy Siegesmund

    2016-05-01

    Full Text Available Student overconfidence challenges success in introductory biology. This study examined the impact of classroom learning communities and self-assessment on student metacognition and subsequent impact on student epistemological beliefs, behaviors, and learning. Students wrote weekly self-assessments reflecting on the process of learning and received individual feedback. Students completed a learning strategies inventory focused on metacognition and study behaviors at the beginning and end of the semester and a Student Assessment of their Learning Gains (SALG at the end of the semester. Results indicated significant changes in both metacognition and study behaviors over the course of the semester, with a positive impact on learning as determined by broad and singular measures. Self-assessments and SALG data demonstrated a change in student beliefs and behaviors. Taken together, these findings argue that classroom learning communities and self-assessment can increase student metacognition and change student epistemological beliefs and behaviors.

  11. NMF-Based Image Quality Assessment Using Extreme Learning Machine.

    Science.gov (United States)

    Wang, Shuigen; Deng, Chenwei; Lin, Weisi; Huang, Guang-Bin; Zhao, Baojun

    2017-01-01

    Numerous state-of-the-art perceptual image quality assessment (IQA) algorithms share a common two-stage process: distortion description followed by distortion effects pooling. As for the first stage, the distortion descriptors or measurements are expected to be effective representatives of human visual variations, while the second stage should well express the relationship among quality descriptors and the perceptual visual quality. However, most of the existing quality descriptors (e.g., luminance, contrast, and gradient) do not seem to be consistent with human perception, and the effects pooling is often done in ad-hoc ways. In this paper, we propose a novel full-reference IQA metric. It applies non-negative matrix factorization (NMF) to measure image degradations by making use of the parts-based representation of NMF. On the other hand, a new machine learning technique [extreme learning machine (ELM)] is employed to address the limitations of the existing pooling techniques. Compared with neural networks and support vector regression, ELM can achieve higher learning accuracy with faster learning speed. Extensive experimental results demonstrate that the proposed metric has better performance and lower computational complexity in comparison with the relevant state-of-the-art approaches.

  12. Assessing Assessment Quality: Criteria for Quality Assurance in Design of (Peer) Assessment for Learning--A Review of Research Studies

    Science.gov (United States)

    Tillema, Harm; Leenknecht, Martijn; Segers, Mien

    2011-01-01

    The interest in "assessment for learning" (AfL) has resulted in a search for new modes of assessment that are better aligned to students' learning how to learn. However, with the introduction of new assessment tools, also questions arose with respect to the quality of its measurement. On the one hand, the appropriateness of traditional,…

  13. Strategies for service-learning assessment in dental hygiene education.

    Science.gov (United States)

    Burch, Sharlee

    2013-10-01

    A large body of literature exists on the instructional pedagogy known as service-learning. Service-learning is a teaching and learning approach characterized by the dental hygiene student's practical application of academic studies and occurs within a community setting, to the benefit of both the student and community. Dental hygiene educators use service-learning to enhance student knowledge and application of oral health curriculum. This manuscript reports on the importance of service-learning assessment to the National Dental Hygiene Research Agenda as well as the future of the profession of dental hygiene and the successful strategies in service-learning evaluation available for utilization by dental hygiene educators.

  14. The Effect of Learning Log on the Academic Performance of ...

    African Journals Online (AJOL)

    The main intent of this study was to identify the impact of using learning log as a learning strategy on the academic performance of university students. Second year psychology students were included as subjects of this study. In the beginning of the study, the students were divided into two: experimental group (N = 60) and ...

  15. Towards a Social Networks Model for Online Learning & Performance

    Science.gov (United States)

    Chung, Kon Shing Kenneth; Paredes, Walter Christian

    2015-01-01

    In this study, we develop a theoretical model to investigate the association between social network properties, "content richness" (CR) in academic learning discourse, and performance. CR is the extent to which one contributes content that is meaningful, insightful and constructive to aid learning and by social network properties we…

  16. Science Learning Motivation as Correlate of Students' Academic Performances

    Science.gov (United States)

    Libao, Nhorvien Jay P.; Sagun, Jessie John B.; Tamangan, Elvira A.; Pattalitan, Agaton P., Jr.; Dupa, Maria Elena D.; Bautista, Romiro G.

    2016-01-01

    This study was designed to analyze the relationship of students' learning motivation and their academic performances in science. The study made use of 21 junior and senior Biological Science students to conclude on the formulated research problems. The respondents had a good to very good motivation in learning science. In general, the extent of…

  17. Self-regulated learning and academic performance in medical education.

    Science.gov (United States)

    Lucieer, Susanna M; Jonker, Laura; Visscher, Chris; Rikers, Remy M J P; Themmen, Axel P N

    2016-06-01

    Medical schools aim to graduate medical doctors who are able to self-regulate their learning. It is therefore important to investigate whether medical students' self-regulated learning skills change during medical school. In addition, since these skills are expected to be helpful to learn more effectively, it is of interest to investigate whether these skills are related to academic performance. In a cross-sectional design, the Self-Regulation of Learning Self-Report Scale (SRL-SRS) was used to investigate the change in students' self-regulated learning skills. First and third-year students (N = 949, 81.7%) SRL-SRS scores were compared with ANOVA. The relation with academic performance was investigated with multinomial regression analysis. Only one of the six skills, reflection, significantly, but positively, changed during medical school. In addition, a small, but positive relation of monitoring, reflection, and effort with first-year GPA was found, while only effort was related to third-year GPA. The change in self-regulated learning skills is minor as only the level of reflection differs between the first and third year. In addition, the relation between self-regulated learning skills and academic performance is limited. Medical schools are therefore encouraged to re-examine the curriculum and methods they use to enhance their students' self-regulated learning skills. Future research is required to understand the limited impact on performance.

  18. ORIGINAL ARTICLE Schools as Learning Organisations: Assessing ...

    African Journals Online (AJOL)

    Key words: Organisational learning, leadership, professional development, culture, system. Thinking. ... failed”. In the context of this challenge and ... continually learn how to learn together ... are now required to lead and contribute to .... to work in teams and sharing knowledge is ..... promise to foster new collaborative links.

  19. Students’ Approaches to Learning and its Relationship with their Academic Engagement and Qualitative Performance

    Directory of Open Access Journals (Sweden)

    Mohammad Amin Bahrami

    2018-03-01

    Conclusion: Disapproval of the relationship between students’ approaches to learning and their qualitative performance can be attributed to the students’ performance assessment mechanisms. At the same time, due to the heterogeneity in the results of studies in this field, further studies are considered necessary.

  20. Assessment of learning gains in a flipped biochemistry classroom.

    Science.gov (United States)

    Ojennus, Deanna Dahlke

    2016-01-01

    The flipped classroom has become an increasingly popular pedagogical approach to teaching and learning. In this study, learning gains were assessed in a flipped biochemistry course and compared to gains in a traditional lecture. Although measured learning gains were not significantly different between the two courses, student perception of learning gains did differ and indicates a higher level of satisfaction with the flipped lecture format. © 2015 The International Union of Biochemistry and Molecular Biology.

  1. Linking culture, organizational, learning orientation and product innovation performance: the case of Ethiopian manufacturing firms

    Directory of Open Access Journals (Sweden)

    Beyene, K. T.

    2016-05-01

    Full Text Available Using formal survey data from textile and leather product manufacturing firms in Ethiopia, we investigate how the current national cultural setup (power distance, collectivism, masculinity and uncertainty avoidance is affecting organizational learning, orientation and product innovation performance. Further, we assess the moderating role of sector and ownership structure on the interrelationship. The result demonstrates that the current national culture setup is negatively affecting the learning and innovation activities of the firms in the country. It also shows that while sector type is neutral, ownership type significantly affects the interrelationship among culture, learning orientation and product innovation performance.

  2. Technology-Supported Performance Assessments for Middle School Geoscience

    Science.gov (United States)

    Zalles, D. R.; Quellmalz, E.; Rosenquist, A.; Kreikemeier, P.

    2002-12-01

    Under funding from the World Bank, the U.S. Department of Education, the National Science Foundation, and the Federal Government's Global Learning and Observations to Benefit the Environment Program (GLOBE), SRI International has developed and piloted web-accessible performance assessments that measure K-12 students' abilities to use learning technologies to reason with scientific information and communicate evidence-based conclusions to scientific problems. This presentation will describe the assessments that pertain to geoscience at the middle school level. They are the GLOBE Assessments and EPA Phoenix, an instantiation of SRI's model of assessment design known as Integrative Performance Assessments in Technology (IPAT). All are publicly-available on the web. GLOBE engages students in scientific data collection and observation about the environment. SRI's classroom assessments for GLOBE provide sample student assessment tools and frameworks that allow teachers and students to assess how well students can use the data in scientific inquiry projects. Teachers can use classroom assessment tools on the site to develop integrated investigations for assessing GLOBE within their particular science curricula. Rubrics are provided for measuring students' GLOBE-related skills, and alignments are made to state, national, and international science standards. Sample investigations are provided about atmosphere, hydrology, landcover, soils, earth systems, and visualizations. The IPAT assessments present students with engaging problems rooted in science or social science content, plus sets of tasks and questions that require them to gather relevant information on the web, use reasoning strategies to analyze and interpret the information, use spreadsheets, word processors, and other productivity tools, and communicate evidence-based findings and recommendations. In the process of gathering information and drawing conclusions, students are assessed on how well they can operate

  3. Performance assessment of Point Lepreau Generating Station

    Energy Technology Data Exchange (ETDEWEB)

    Alikhan, S [Point Lepreau Generating Station, Lepreau, NB (Canada)

    1991-04-01

    The Point Lepreau Generating Station, a 680 MWe CANDU unit, is located about 40 km southwest of the city of Saint John, New Brunswick, Canada. It was declared in-service on 1 February, 1983 and, since then, has demonstrated an average cross capacity factor of over 93% up to the end of 1990. This paper compared the performance of the station with other sister CANDU units and the Light Water Reactors world-wide using the following ten performance indicators, as applicable: - gross capacity factor; - fuel burn-up; - heavy water upkeep; - unplanned reactor trips while critical; - forced outage rate; - fuel handling performance; - derived emission of radioactive effluents to environment; - personnel radiation dose; - industrial safety; - low-level solid radioactive wastes. The paper examines various areas of station activities including management and organization, operations and maintenance, technical support, fuel handling and health physics in order to highlight some of the 'good practices' which are believed to have made a significant contribution towards achieving the demonstrated performance of Point Lepreau G.S. In addition, several areas of potential improvement are discussed in order to maintain and enhance, where practicable, the safety, reliability and economic performance of the station. In this context, a careful review of the operating experiences, both in-house and at other stations, and a judicious application of lessons learned plays a significant role. (author)

  4. Performance assessment of Point Lepreau Generating Station

    International Nuclear Information System (INIS)

    Alikhan, S.

    1991-01-01

    The Point Lepreau Generating Station, a 680 MWe CANDU unit, is located about 40 km southwest of the city of Saint John, New Brunswick, Canada. It was declared in-service on 1 February, 1983 and, since then, has demonstrated an average cross capacity factor of over 93% up to the end of 1990. This paper compared the performance of the station with other sister CANDU units and the Light Water Reactors world-wide using the following ten performance indicators, as applicable: - gross capacity factor; - fuel burn-up; - heavy water upkeep; - unplanned reactor trips while critical; - forced outage rate; - fuel handling performance; - derived emission of radioactive effluents to environment; - personnel radiation dose; - industrial safety; - low-level solid radioactive wastes. The paper examines various areas of station activities including management and organization, operations and maintenance, technical support, fuel handling and health physics in order to highlight some of the 'good practices' which are believed to have made a significant contribution towards achieving the demonstrated performance of Point Lepreau G.S. In addition, several areas of potential improvement are discussed in order to maintain and enhance, where practicable, the safety, reliability and economic performance of the station. In this context, a careful review of the operating experiences, both in-house and at other stations, and a judicious application of lessons learned plays a significant role. (author)

  5. Dehydration: physiology, assessment, and performance effects.

    Science.gov (United States)

    Cheuvront, Samuel N; Kenefick, Robert W

    2014-01-01

    This article provides a comprehensive review of dehydration assessment and presents a unique evaluation of the dehydration and performance literature. The importance of osmolality and volume are emphasized when discussing the physiology, assessment, and performance effects of dehydration. The underappreciated physiologic distinction between a loss of hypo-osmotic body water (intracellular dehydration) and an iso-osmotic loss of body water (extracellular dehydration) is presented and argued as the single most essential aspect of dehydration assessment. The importance of diagnostic and biological variation analyses to dehydration assessment methods is reviewed and their use in gauging the true potential of any dehydration assessment method highlighted. The necessity for establishing proper baselines is discussed, as is the magnitude of dehydration required to elicit reliable and detectable osmotic or volume-mediated compensatory physiologic responses. The discussion of physiologic responses further helps inform and explain our analysis of the literature suggesting a ≥ 2% dehydration threshold for impaired endurance exercise performance mediated by volume loss. In contrast, no clear threshold or plausible mechanism(s) support the marginal, but potentially important, impairment in strength, and power observed with dehydration. Similarly, the potential for dehydration to impair cognition appears small and related primarily to distraction or discomfort. The impact of dehydration on any particular sport skill or task is therefore likely dependent upon the makeup of the task itself (e.g., endurance, strength, cognitive, and motor skill). © 2014 American Physiological Society.

  6. Performance assessment of gamma cameras. Part 1

    International Nuclear Information System (INIS)

    Elliot, A.T.; Short, M.D.; Potter, D.C.; Barnes, K.J.

    1980-11-01

    The Dept. of Health and Social Security and the Scottish Home and Health Dept. has sponsored a programme of measurements of the important performance characteristics of 15 leading types of gamma cameras providing a routine radionuclide imaging service in hospitals throughout the UK. Measurements have been made of intrinsic resolution, system resolution, non-uniformity, spatial distortion, count rate performance, sensitivity, energy resolution and shield leakage. The main aim of this performance assessment was to provide sound information to the NHS to ease the task of those responsible for the purchase of gamma cameras. (U.K.)

  7. Performance Assessment Position Paper: Time for Compliance

    International Nuclear Information System (INIS)

    Wilhite, E.L.

    2003-01-01

    This study lays out the historical development of the time frame for a low-level waste disposal facility to demonstrate compliance with the DOE performance objectives and requirements. The study recommends that 1,000 years should be used as the time for compliance for all of the performance objectives and requirements (i.e., for the all-pathways, air pathway, radon emanation, water resource protection and inadvertent intruder analyses) for all low-level waste disposal facility performance assessments at the Savannah River Site

  8. Assessing the Performance of Business Unit Managers

    NARCIS (Netherlands)

    Bouwens, J.F.M.G.; van Lent, L.A.G.M.

    2006-01-01

    Using a sample of 140 managers, we investigate the use of various performance metrics in determining the periodic assessment, bonus decisions, and career paths of business unit managers.We show that the weight on accounting return measures is associated with the authority of these managers, and we

  9. The Visible Hand of Research Performance Assessment

    Science.gov (United States)

    Hamann, Julian

    2016-01-01

    Far from allowing a governance of universities by the invisible hand of market forces, research performance assessments do not just measure differences in research quality, but yield themselves visible symptoms in terms of a stratification and standardization of disciplines. The article illustrates this with a case study of UK history departments…

  10. Performance assessment of indigenously developed FBG strain ...

    Indian Academy of Sciences (India)

    Use of FBG sensors for real time health monitoring of various civil engineering structures is well-established in western world since last decade, whereas in the Indian context this technology is still in a nascent stage. In this paper, performance assessment of indigenously developed FBG sensors for the application of health ...

  11. Balancing the Assessment "of" Learning and "for" Learning in Support of Student Literacy Achievement

    Science.gov (United States)

    Edwards, Patricia A.; Turner, Jennifer D.; Mokhtari, Kouider

    2008-01-01

    There is a delicate balance between the assessment of learning and assessment for learning. The recommendations included in this Assessment department may be useful for teachers working to achieve this balance and find a more accurate and complete understandings of students' literacy strengths and needs.

  12. Assessing Learning in a Sociology Department: What Do Students Say That They Learn?

    Science.gov (United States)

    Bandini, Julia; Shostak, Sara; Cunningham, David; Cadge, Wendy

    2016-01-01

    Assessment plays a central role in evaluating and strengthening student learning in higher education, and sociology departments, in particular, have increasingly become interested in engaging in assessment activities to better understand students' learning. This qualitative study builds on previous research on assessment by asking what students in…

  13. An overview of performance assessment methodology

    International Nuclear Information System (INIS)

    Hongnian Jow

    2010-01-01

    The definition of performance assessment (PA) within the context of a geologic repository program is a post-closure safety assessment; a system analysis of hazards associated with the facility and the ability of the site and the design of the facility to provide for the safety functions. For the last few decades, PA methodology bas been developed and applied to different waste disposal programs around the world. PA has been used in the safety analyses for waste disposal repositories for low-level waste, intermediate level waste, and high-level waste including spent nuclear fuels. This paper provides an overview of the performance assessment methodology and gives examples of its applications for the Yucca Mountain Project. (authors)

  14. Carpet Aids Learning in High Performance Schools

    Science.gov (United States)

    Hurd, Frank

    2009-01-01

    The Healthy and High Performance Schools Act of 2002 has set specific federal guidelines for school design, and developed a federal/state partnership program to assist local districts in their school planning. According to the Collaborative for High Performance Schools (CHPS), high-performance schools are, among other things, healthy, comfortable,…

  15. Structure of Small World Innovation Network and Learning Performance

    Directory of Open Access Journals (Sweden)

    Shuang Song

    2014-01-01

    Full Text Available This paper examines the differences of learning performance of 5 MNCs (multinational corporations that filed the largest number of patents in China. We establish the innovation network with the patent coauthorship data by these 5 MNCs and classify the networks by the tail of distribution curve of connections. To make a comparison of the learning performance of these 5 MNCs with differing network structures, we develop an organization learning model by regarding the reality as having m dimensions, which denotes the heterogeneous knowledge about the reality. We further set n innovative individuals that are mutually interactive and own unique knowledge about the reality. A longer (shorter distance between the knowledge of the individual and the reality denotes a lower (higher knowledge level of that individual. Individuals interact with and learn from each other within the small-world network. By making 1,000 numerical simulations and averaging the simulated results, we find that the differing structure of the small-world network leads to the differences of learning performance between these 5 MNCs. The network monopolization negatively impacts and network connectivity positively impacts learning performance. Policy implications in the conclusion section suggest that to improve firm learning performance, it is necessary to establish a flat and connective network.

  16. Exploring Moodle Functionality for Managing Open Distance Learning E-Assessments

    Directory of Open Access Journals (Sweden)

    Indira KONERU

    2017-10-01

    Full Text Available Current and emerging technologies enable Open Distance Learning (ODL institutions integrate e-Learning in innovative ways and add value to the existing teaching-learning and assessment processes. ODL e-Assessment systems have evolved from Computer Assisted / Aided Assessment (CAA systems through intelligent assessment and feedback systems. E-Assessment (electronic assessment connotes using electronic technology and tools to design and administer assessments, collect and store students’ assessment evidences, grade performance, provide feedback and generate reports. The widely recognized advantages of e-Assessment over traditional, paper-based assessment include: lower long term costs, instant feedback to students, greater flexibility with respect to location and timing, improved reliability with machine marking, improved impartiality, and enhanced question styles that incorporate interactivity and multimedia. The advent of Learning Management Systems (LMS, such as Moodle (Modular Object-Oriented Dynamic Learning Environment paved the way for integrated advanced services for: interactive dialogue, controlling knowledge at different stages of distance process and e-Assessment systems. Moodle provides the complete integrated environment for handling all aspects of e-Assessment from authoring questions through to reports for course teams (Butcher, 2008. This study explores how Moodle functionality: supports diagnostic, formative, summative and competency-based assessments and facilitates ODL institutions design, administer and manage e-Assessments.

  17. AMEE Guide 32: e-Learning in medical education Part 1: Learning, teaching and assessment.

    Science.gov (United States)

    Ellaway, Rachel; Masters, Ken

    2008-06-01

    In just a few years, e-learning has become part of the mainstream in medical education. While e-learning means many things to many people, at its heart it is concerned with the educational uses of technology. For the purposes of this guide, we consider the many ways that the information revolution has affected and remediated the practice of healthcare teaching and learning. Deploying new technologies usually introduces tensions, and e-learning is no exception. Some wish to use it merely to perform pre-existing activities more efficiently or faster. Others pursue new ways of thinking and working that the use of such technology affords them. Simultaneously, while education, not technology, is the prime goal (and for healthcare, better patient outcomes), we are also aware that we cannot always predict outcomes. Sometimes, we have to take risks, and 'see what happens.' Serendipity often adds to the excitement of teaching. It certainly adds to the excitement of learning. The use of technology in support of education is not, therefore, a causal or engineered set of practices; rather, it requires creativity and adaptability in response to the specific and changing contexts in which it is used. Medical Education, as with most fields, is grappling with these tensions; the AMEE Guide to e-Learning in Medical Education hopes to help the reader, whether novice or expert, navigate them. This Guide is presented both as an introduction to the novice, and as a resource to more experienced practitioners. It covers a wide range of topics, some in broad outline, and others in more detail. Each section is concluded with a brief 'Take Home Message' which serves as a short summary of the section. The Guide is divided into two parts. The first part introduces the basic concepts of e-learning, e-teaching, and e-assessment, and then focuses on the day-to-day issues of e-learning, looking both at theoretical concepts and practical implementation issues. The second part examines technical

  18. Embedding of Authentic Assessment in Work-Integrated Learning Curriculum

    Science.gov (United States)

    Bosco, Anna Maria; Ferns, Sonia

    2014-01-01

    Contemporary perspectives of higher education endorse a work integrated learning (WIL) approach to curriculum content, delivery and assessment. It is agreed that authenticity in learning relates to real-world experience, however, differentiating and strategically linking WIL provision and facilitation to assessment tasks and collation of authentic…

  19. Assessment and E-Learning: Current Issues and Future Trends

    Science.gov (United States)

    Cowie, Neil; Sakui, Keiko

    2015-01-01

    This paper describes different ways in which digital technology can be used for language learning. It then identifies some key trends connecting assessment and technology in language learning and higher education: the use of automated systems to enhance traditional assessment practices; the use of Web 2.0 tools to facilitate new assessment…

  20. Developing a Competency-Based Assessment Approach for Student Learning

    Science.gov (United States)

    Dunning, Pamela T.

    2014-01-01

    Higher education accrediting bodies are increasing the emphasis on assessing student learning outcomes as opposed to teaching methodology. The purpose of this article is to describe the process used by Troy University's Master of Public Administration program to change their assessment approach from a course learning objective perspective to a…

  1. Assessing Learning Quality: Reconciling Institutional, Staff and Educational Demands.

    Science.gov (United States)

    Biggs, John

    1996-01-01

    Two frameworks for educational assessment distinguished, which is quantitative, adequate for construing some kinds of learning, and qualitative, which is more appropriate for most objectives in higher education. The paper argues that institutions implicitly encourage quantitative assessment, thus encouraging a surface approach to learning although…

  2. An Argument for Formative Assessment with Science Learning Progressions

    Science.gov (United States)

    Alonzo, Alicia C.

    2018-01-01

    Learning progressions--particularly as defined and operationalized in science education--have significant potential to inform teachers' formative assessment practices. In this overview article, I lay out an argument for this potential, starting from definitions for "formative assessment practices" and "learning progressions"…

  3. Stressors, academic performance, and learned resourcefulness in baccalaureate nursing students.

    Science.gov (United States)

    Goff, Anne-Marie

    2011-01-01

    High stress levels in nursing students may affect memory, concentration, and problem-solving ability, and may lead to decreased learning, coping, academic performance, and retention. College students with higher levels of learned resourcefulness develop greater self-confidence, motivation, and academic persistence, and are less likely to become anxious, depressed, and frustrated, but no studies specifically involve nursing students. This explanatory correlational study used Gadzella's Student-life Stress Inventory (SSI) and Rosenbaum's Self Control Scale (SCS) to explore learned resourcefulness, stressors, and academic performance in 53 baccalaureate nursing students. High levels of personal and academic stressors were evident, but not significant predictors of academic performance (p = .90). Age was a significant predictor of academic performance (p = learned resourcefulness scores than females and Caucasians. Studies in larger, more diverse samples are necessary to validate these findings.

  4. LEARNING STYLES AND STUDENTS’ PERFORMANCE IN DESIGN PROBLEM SOLVING

    Directory of Open Access Journals (Sweden)

    Elçin Tezel

    2010-07-01

    Full Text Available Design curricula and all core design studio courses are prepared for performance attainment by giving theoretical and professional training. However students’ performance may be affected by both the constraints set on a design problem, and their learning styles. This study explores the performance of interior architectural students in relation to their learning styles (as proposed by Kolb’s Experiential Learning Theory, and different types of constraints set on design problems. Design performance, measured as conceptual development, form and spatial configuration, structural innovation and ergonomics, and craftsmanship, was found to change throughout the two bipolar continuum of the learning cycle with regard to two design conditions characterized by different types of constraint use.

  5. Radioactive Waste Management Complex performance assessment: Draft

    Energy Technology Data Exchange (ETDEWEB)

    Case, M.J.; Maheras, S.J.; McKenzie-Carter, M.A.; Sussman, M.E.; Voilleque, P.

    1990-06-01

    A radiological performance assessment of the Radioactive Waste Management Complex at the Idaho National Engineering Laboratory was conducted to demonstrate compliance with appropriate radiological criteria of the US Department of Energy and the US Environmental Protection Agency for protection of the general public. The calculations involved modeling the transport of radionuclides from buried waste, to surface soil and subsurface media, and eventually to members of the general public via air, ground water, and food chain pathways. Projections of doses were made for both offsite receptors and individuals intruding onto the site after closure. In addition, uncertainty analyses were performed. Results of calculations made using nominal data indicate that the radiological doses will be below appropriate radiological criteria throughout operations and after closure of the facility. Recommendations were made for future performance assessment calculations.

  6. Radioactive Waste Management Complex performance assessment: Draft

    International Nuclear Information System (INIS)

    Case, M.J.; Maheras, S.J.; McKenzie-Carter, M.A.; Sussman, M.E.; Voilleque, P.

    1990-06-01

    A radiological performance assessment of the Radioactive Waste Management Complex at the Idaho National Engineering Laboratory was conducted to demonstrate compliance with appropriate radiological criteria of the US Department of Energy and the US Environmental Protection Agency for protection of the general public. The calculations involved modeling the transport of radionuclides from buried waste, to surface soil and subsurface media, and eventually to members of the general public via air, ground water, and food chain pathways. Projections of doses were made for both offsite receptors and individuals intruding onto the site after closure. In addition, uncertainty analyses were performed. Results of calculations made using nominal data indicate that the radiological doses will be below appropriate radiological criteria throughout operations and after closure of the facility. Recommendations were made for future performance assessment calculations

  7. From feedback- to response-based performance monitoring in active and observational learning.

    Science.gov (United States)

    Bellebaum, Christian; Colosio, Marco

    2014-09-01

    Humans can adapt their behavior by learning from the consequences of their own actions or by observing others. Gradual active learning of action-outcome contingencies is accompanied by a shift from feedback- to response-based performance monitoring. This shift is reflected by complementary learning-related changes of two ACC-driven ERP components, the feedback-related negativity (FRN) and the error-related negativity (ERN), which have both been suggested to signal events "worse than expected," that is, a negative prediction error. Although recent research has identified comparable components for observed behavior and outcomes (observational ERN and FRN), it is as yet unknown, whether these components are similarly modulated by prediction errors and thus also reflect behavioral adaptation. In this study, two groups of 15 participants learned action-outcome contingencies either actively or by observation. In active learners, FRN amplitude for negative feedback decreased and ERN amplitude in response to erroneous actions increased with learning, whereas observational ERN and FRN in observational learners did not exhibit learning-related changes. Learning performance, assessed in test trials without feedback, was comparable between groups, as was the ERN following actively performed errors during test trials. In summary, the results show that action-outcome associations can be learned similarly well actively and by observation. The mechanisms involved appear to differ, with the FRN in active learning reflecting the integration of information about own actions and the accompanying outcomes.

  8. Hispanics' SAT Scores: The Influences of Level of Parental Education, Performance-Avoidance Goals, and Knowledge about Learning

    Science.gov (United States)

    Hannon, Brenda

    2015-01-01

    This study uncovers which learning (epistemic belief of learning), socioeconomic background (level of parental education, family income) or social-personality factors (performance-avoidance goals, test anxiety) mitigate the ethnic gap in SAT (Scholastic Assessment Test) scores. Measures assessing achievement motivation, test anxiety, socioeconomic…

  9. The Effect of Teacher Performance in Implementation of The 2013 Curriculum Toward Chemistry Learning Achievement

    Science.gov (United States)

    Dewi, L. P.; Djohar, A.

    2018-04-01

    This research is a study about implementation of the 2013 Curriculum on Chemistry subject. This study aims to determine the effect of teacher performance toward chemistry learning achievement. The research design involves the independent variable, namely the performance of Chemistry teacher, and the dependent variable that is Chemistry learning achievement which includes the achievement in knowledge and skill domain. The subject of this research are Chemistry teachers and High School students in Bandung City. The research data is obtained from questionnaire about teacher performance assessed by student and Chemistry learning achievement from the students’ report. Data were analyzed by using MANOVA test. The result of multivariate significance test shows that there is a significant effect of teacher performance toward Chemistry learning achievement in knowledge and skill domain with medium effect size.

  10. The effects of performance-based assessment criteria on student performance and self-assessment skills

    NARCIS (Netherlands)

    Fastré, Greet; Van der Klink, Marcel; Van Merriënboer, Jeroen

    2010-01-01

    Fastré, G. M. J., Van der Klink, M. R., & Van Merriënboer, J. J. G. (2010). The effects of performance-based assessment criteria on student performance and self-assessment skills. Advances in Health Science Education, 15(4), 517-532.

  11. Science learning motivation as correlate of students’ academic performances

    OpenAIRE

    Libao, Nhorvien Jay P.; Sagun, Jessie John B.; Tamangan, Elvira A.; Pattalitan, Agaton P.; Dupa, Maria Elena D.; Bautista, Romiro Gordo

    2016-01-01

    This study was designed to analyze the relationship of students’ learning motivation and their academic performances in science. The study made use of 21 junior and senior Biological Science students to conclude on the formulated research problems. The respondents had a good to very good motivation in learning science. In general, the extent of their motivation do not vary across their sex, age, and curriculum year. Moreover, the respondents had good academic performances in science. Aptly, e...

  12. Statistical and Machine Learning Models to Predict Programming Performance

    OpenAIRE

    Bergin, Susan

    2006-01-01

    This thesis details a longitudinal study on factors that influence introductory programming success and on the development of machine learning models to predict incoming student performance. Although numerous studies have developed models to predict programming success, the models struggled to achieve high accuracy in predicting the likely performance of incoming students. Our approach overcomes this by providing a machine learning technique, using a set of three significant...

  13. Putting the Focus on Student Engagement: The Benefits of Performance-Based Assessment

    Science.gov (United States)

    Barlowe, Avram; Cook, Ann

    2016-01-01

    For more than two decades, the New York Performance Standards Consortium, a coalition of 38 public high schools, has steered clear of high-stakes testing, which superficially assess student learning. Instead, the consortium's approach relies on performance-based assessments--essays, research papers, science experiments, and high-level mathematical…

  14. Tracing Assessment for learning Capability in Teachers (TACT)

    DEFF Research Database (Denmark)

    Otrel-Cass, Kathrin; Agerbo, Jette Nørgaard; Skipper-Jørgensen, Anette

    2018-01-01

    education program. This chapter presents preliminary survey and focus group interviews data after tracing 21 pre-service teachers over two years. Our findings reflected a picture of Danish student teachers who value in particular formative assessment practices, while summative assessment is acknowledged......The focus on assessment literate teachers who know how to construct, administer assessments and communicate learning outcomes on student learning raises questions on how student teachers can develop the necessary skills to assess their students' learning. This is so important since...... there is evidence that beginning teachers continue to feel under prepared to assess student learning. This chapter presents findings of a study conducted in Denmark with the aim of investigating how student teacher candidates develop the capacities to become ‘assessment literate' over the course of their teacher...

  15. The effect of negative performance stereotypes on learning.

    Science.gov (United States)

    Rydell, Robert J; Rydell, Michael T; Boucher, Kathryn L

    2010-12-01

    Stereotype threat (ST) research has focused exclusively on how negative group stereotypes reduce performance. The present work examines if pejorative stereotypes about women in math inhibit their ability to learn the mathematical rules and operations necessary to solve math problems. In Experiment 1, women experiencing ST had difficulty encoding math-related information into memory and, therefore, learned fewer mathematical rules and showed poorer math performance than did controls. In Experiment 2, women experiencing ST while learning modular arithmetic (MA) performed more poorly than did controls on easy MA problems; this effect was due to reduced learning of the mathematical operations underlying MA. In Experiment 3, ST reduced women's, but not men's, ability to learn abstract mathematical rules and to transfer these rules to a second, isomorphic task. This work provides the first evidence that negative stereotypes about women in math reduce their level of mathematical learning and demonstrates that reduced learning due to stereotype threat can lead to poorer performance in negatively stereotyped domains. PsycINFO Database Record (c) 2010 APA, all rights reserved.

  16. Student performance in computing education: an empirical analysis of online learning in programming education environments

    Science.gov (United States)

    Xia, Belle Selene; Liitiäinen, Elia

    2017-11-01

    The benefits of using online exercises have been analysed in terms of distance learning, automatic assessment and self-regulated learning. In this study, we have not found a direct proportional relationship between student performance in the course exercises that use online technologies and the exam grades. We see that the average submission rate to these online exercises is not positively correlated with the exercise points. Yet, our results confirm that doing exercises along supports student learning and skill accumulation equipping them with the knowledge of programming. While the student performance in programming courses is affected by factors such as prior background in programming, cognitive skills and the quality of teaching, completing the course exercises via learning-by-doing is an indispensable part of teaching. Based on the student feedback from the course survey, the students are highly satisfied with using online technologies as part of learning.

  17. Demystifying Experiential Learning in the Performing Arts

    Science.gov (United States)

    Kindelan, Nancy

    2010-01-01

    The pedagogy of performing arts courses in theatre, film, music, and dance programs found in most liberal arts curricula is clearly experiential insofar as the making of art involves active engagement in classroom activities or events that are staged or filmed. But because many educators outside the arts perceive performing arts programs as solely…

  18. Contract Learning as an Approach to Individualizing EFL Education in the Context of Assessment for Learning

    Science.gov (United States)

    Zandi, Hamed; Kaivanpanah, Shiva; Alavi, Sayyed Mohammad

    2015-01-01

    Contract learning as an approach to individualizing education in the context of assessment for learning is relatively underexplored in English as a Foreign Language instruction. The present study used a mixed-methods design to investigate its efficacy to provide feedback to students and improve self-directed learning. Furthermore, it studied…

  19. Framework for e-learning assessment in dental education: a global model for the future.

    Science.gov (United States)

    Arevalo, Carolina R; Bayne, Stephen C; Beeley, Josie A; Brayshaw, Christine J; Cox, Margaret J; Donaldson, Nora H; Elson, Bruce S; Grayden, Sharon K; Hatzipanagos, Stylianos; Johnson, Lynn A; Reynolds, Patricia A; Schönwetter, Dieter J

    2013-05-01

    The framework presented in this article demonstrates strategies for a global approach to e-curricula in dental education by considering a collection of outcome assessment tools. By combining the outcomes for overall assessment, a global model for a pilot project that applies e-assessment tools to virtual learning environments (VLE), including haptics, is presented. Assessment strategies from two projects, HapTEL (Haptics in Technology Enhanced Learning) and UDENTE (Universal Dental E-learning), act as case-user studies that have helped develop the proposed global framework. They incorporate additional assessment tools and include evaluations from questionnaires and stakeholders' focus groups. These measure each of the factors affecting the classical teaching/learning theory framework as defined by Entwistle in a standardized manner. A mathematical combinatorial approach is proposed to join these results together as a global assessment. With the use of haptic-based simulation learning, exercises for tooth preparation assessing enamel and dentine were compared to plastic teeth in manikins. Equivalence for student performance for haptic versus traditional preparation methods was established, thus establishing the validity of the haptic solution for performing these exercises. Further data collected from HapTEL are still being analyzed, and pilots are being conducted to validate the proposed test measures. Initial results have been encouraging, but clearly the need persists to develop additional e-assessment methods for new learning domains.

  20. Relationship between Academic Performance, Spatial Competence, Learning Styles and Attrition

    Directory of Open Access Journals (Sweden)

    Marianela Noriega Biggio

    2013-04-01

    Full Text Available This paper discusses the results of research on factors affecting academic performance and attrition in a sample of 1,500 freshman students majoring in architecture, design and urbanism at the Universidad de Buenos Aires, Argentina [University of Buenos Aires, Argentina] who were enrolled in a drafting course. The hypotheses we tested concern the mediating role of learning styles on the relationship between spatial competence and academic performance, learning-style differences by gender and cohort, and the relationship between attrition, spatial competence level and learning style. Statistical analysis of the data was performed and spatial competence enhanced by motivational profile was found to predict final achievement. Educational implications are identified, highlighting the need to promote in students those academic behaviors that characterize a self-regulated learning style and encourage the use of specific intellectual abilities.

  1. Enhancing students' learning in problem based learning: validation of a self-assessment scale for active learning and critical thinking

    NARCIS (Netherlands)

    Khoiriyah, U.; Roberts, C.; Jorm, C.; Vleuten, C.P. van der

    2015-01-01

    BACKGROUND: Problem based learning (PBL) is a powerful learning activity but fidelity to intended models may slip and student engagement wane, negatively impacting learning processes, and outcomes. One potential solution to solve this degradation is by encouraging self-assessment in the PBL

  2. Long-term associative learning predicts verbal short-term memory performance

    OpenAIRE

    Jones, Gary; Macken, Bill

    2017-01-01

    Studies using tests such as digit span and nonword repetition have implicated short-term memory across a range of developmental domains. Such tests ostensibly assess specialized processes for the short-term manipulation and maintenance of information that are often argued to enable long-term learning. However, there is considerable evidence for an influence of long-term linguistic learning on performance in short-term memory tasks that brings into question the role of a specialized short-term...

  3. Putting HLW performance assessment results in perspective

    International Nuclear Information System (INIS)

    Neall, F.; Smith, P.; Sumerling, T.; Umeki, H.

    1995-01-01

    According to performance assessment results for the different disposal concepts investigated, the maximum radiation doses to the population lie well below the limit set in the official Swiss Protection Objective and below the level of present-day natural background radiation. A comparison of different performance assessments has shown that the following key factors determine radionuclide release from a repository: radionuclide inventory, canister material and failure mode, nuclide solubility limits, the permeability of the buffer material, retardation during transport through the near-field, the presence of an excavation disturbed zone in the rock, the distance to the nearest major water-bearing fracture zone, the conceptual model for transport in fractured rock and near-surface dilution and dose factors. (author) 2 figs., 2 tabs

  4. Assessing the performance of dynamical trajectory estimates

    Science.gov (United States)

    Bröcker, Jochen

    2014-06-01

    Estimating trajectories and parameters of dynamical systems from observations is a problem frequently encountered in various branches of science; geophysicists for example refer to this problem as data assimilation. Unlike as in estimation problems with exchangeable observations, in data assimilation the observations cannot easily be divided into separate sets for estimation and validation; this creates serious problems, since simply using the same observations for estimation and validation might result in overly optimistic performance assessments. To circumvent this problem, a result is presented which allows us to estimate this optimism, thus allowing for a more realistic performance assessment in data assimilation. The presented approach becomes particularly simple for data assimilation methods employing a linear error feedback (such as synchronization schemes, nudging, incremental 3DVAR and 4DVar, and various Kalman filter approaches). Numerical examples considering a high gain observer confirm the theory.

  5. Bladder cancer treatment response assessment using deep learning in CT with transfer learning

    Science.gov (United States)

    Cha, Kenny H.; Hadjiiski, Lubomir M.; Chan, Heang-Ping; Samala, Ravi K.; Cohan, Richard H.; Caoili, Elaine M.; Paramagul, Chintana; Alva, Ajjai; Weizer, Alon Z.

    2017-03-01

    We are developing a CAD system for bladder cancer treatment response assessment in CT. We compared the performance of the deep-learning convolution neural network (DL-CNN) using different network sizes, and with and without transfer learning using natural scene images or regions of interest (ROIs) inside and outside the bladder. The DL-CNN was trained to identify responders (T0 disease) and non-responders to chemotherapy. ROIs were extracted from segmented lesions in pre- and post-treatment scans of a patient and paired to generate hybrid pre-post-treatment paired ROIs. The 87 lesions from 82 patients generated 104 temporal lesion pairs and 6,700 pre-post-treatment paired ROIs. Two-fold cross-validation and receiver operating characteristic analysis were performed and the area under the curve (AUC) was calculated for the DL-CNN estimates. The AUCs for prediction of T0 disease after treatment were 0.77+/-0.08 and 0.75+/-0.08, respectively, for the two partitions using DL-CNN without transfer learning and a small network, and were 0.74+/-0.07 and 0.74+/-0.08 with a large network. The AUCs were 0.73+/-0.08 and 0.62+/-0.08 with transfer learning using a small network pre-trained with bladder ROIs. The AUC values were 0.77+/-0.08 and 0.73+/-0.07 using the large network pre-trained with the same bladder ROIs. With transfer learning using the large network pretrained with the Canadian Institute for Advanced Research (CIFAR-10) data set, the AUCs were 0.72+/-0.06 and 0.64+/-0.09, respectively, for the two partitions. None of the differences in the methods reached statistical significance. Our study demonstrated the feasibility of using DL-CNN for the estimation of treatment response in CT. Transfer learning did not improve the treatment response estimation. The DL-CNN performed better when transfer learning with bladder images was used instead of natural scene images.

  6. The Effect of Learning Based on Technology Model and Assessment Technique toward Thermodynamic Learning Achievement

    Science.gov (United States)

    Makahinda, T.

    2018-02-01

    The purpose of this research is to find out the effect of learning model based on technology and assessment technique toward thermodynamic achievement by controlling students intelligence. This research is an experimental research. The sample is taken through cluster random sampling with the total respondent of 80 students. The result of the research shows that the result of learning of thermodynamics of students who taught the learning model of environmental utilization is higher than the learning result of student thermodynamics taught by simulation animation, after controlling student intelligence. There is influence of student interaction, and the subject between models of technology-based learning with assessment technique to student learning result of Thermodynamics, after controlling student intelligence. Based on the finding in the lecture then should be used a thermodynamic model of the learning environment with the use of project assessment technique.

  7. Surveying Assessment in Experiential Learning: A Single Campus Study

    Directory of Open Access Journals (Sweden)

    Thomas Yates

    2015-12-01

    Full Text Available The purpose of this study was to determine the methods of experiential assessment in use at a Canadian university and the extent to which they are used. Exploring experiential assessment will allow identification of commonly used methods and facilitate the development of best practices of assessment in the context of experiential learning (EL at an institutional level. The origins of EL are found in the work of Dewey (1938, later modified by Kolb and Fry (1975. Experiential methods include: experiential education, service learning problem-based learning and others such as action learning, enquiry-based learning, and case studies. Faculty currently involved in EL at the participating university were invited to complete an online survey about their teaching and assessment methods. This paper will share the results and analysis of the EL inventory survey.

  8. ASSESSING STUDENT PERFORMANCE ON INTERPRETING THROUGH PEER-ASSESSMENT

    Directory of Open Access Journals (Sweden)

    Titik Ismailia

    2017-12-01

    Full Text Available As a part of translation interpreting is translating spoken discourse orally. It needs some requirements like ability to speak clearly, clarity, fluency, eye contact, and self-confidence. It also needs linguistic proficiency, analytical skill, listening and recall, interpersonal skills, ethical behaviour, speaking skills, cultural knowledge, and subject knowledge. Evaluating students performance on interpreting can be done through peer assessment. Peer- assessment is one of alternative assessment to grade the peers in group or individuals by commenting on and judging other students work. To do this process there is a join work between listening and speaking, and two students. The first student as a speaker and the second student as an interpreter. Both of them should do the same quality on speak clearly as a speaker and as an interpreter should able to listen and translating the spoken discourse orally. Evaluation can use analytical grade that allows teacher to set clear criteria for correction like fluency, grammar, terminology, general content, and mechanics. Students and teacher can give comment on every criteria based on their own competency. During the process on making criteria, students and teacher can discuss and give reasonable suggestion to make the assessment suitable to the students competency. At the end, a rubric of assessment with the score from 0 to 100 and criteria and also the comment included in the paper of assessment.

  9. Evaluation of the role of incentive structure on student participation and performance in active learning strategies: A comparison of case-based and team-based learning.

    Science.gov (United States)

    Carrasco, Gonzalo A; Behling, Kathryn C; Lopez, Osvaldo J

    2018-04-01

    Student participation is important for the success of active learning strategies, but participation is often linked to the level of preparation. At our institution, we use two types of active learning activities, a modified case-based learning exercise called active learning groups (ALG) and team-based learning (TBL). These strategies have different assessment and incentive structures for participation. Non-cognitive skills are assessed in ALG using a subjective five-point Likert scale. In TBL, assessment of individual student preparation is based on a multiple choice quiz conducted at the beginning of each session. We studied first-year medical student participation and performance in ALG and TBL as well as performance on course final examinations. Student performance in TBL, but not in ALG, was strongly correlated with final examination scores. Additionally, in students who performed in the upper 33rd percentile on the final examination, there was a positive correlation between final examination performance and participation in TBL and ALG. This correlation was not seen in students who performed in the lower 33rd percentile on the final examinations. Our results suggest that assessments of medical knowledge during active learning exercises could supplement non-cognitive assessments and could be good predictors of performance on summative examinations.

  10. Assessment of first-year medical students' perceptions of teaching and learning through team-based learning sessions.

    Science.gov (United States)

    Obad, Adam S; Peeran, Ahmed A; Shareef, Mohammad Abrar; Alsheikh, Wissal J; Kalagi, Dana A; AlAmodi, Abdulhadi A; Khan, Tehreem A; Shaikh, Abdul Ahad; Ganguly, Paul; Yaqinuddin, Ahmed

    2016-12-01

    Team-based learning (TBL) is an emerging teaching and learning strategy being employed in medical schools. The College of Medicine at Alfaisal University has adopted a TBL approach as an instructional method for first-year medical students. The aim of the present study was to describe the TBL method employed at Alfaisal University College of Medicine and to assess first-year medical students' perceptions of this learning modality for the anatomy- and physiology-based blocks/courses in organ systems form of curriculum. A five-point Likert scale questionnaire was structured based on Kirkpatrick's theory and assessed three major domains: reaction, learning, and behavior. Confirmatory factor analysis (CFA) and Cronbach's α-coefficient tests were used to assess the validity and reliability of the construct, respectively. CFA showed an adequate validity of the survey and Cronbach's α revealed an acceptable internal uniformity (0.69). A total of 185 respondents rated reaction, learning, and behavior toward introduction of TBL as 3.53 ± 1.01, 3.59 ± 1.12, and 3.57 ± 1.12, respectively. Excellent students rated TBL highly in all major domains compared with borderline students (reaction, behavior, and learning domains with P values of teaching and learning strategy for functional anatomy, and prior involvement in teamwork and academic performance correlates with higher ratings of TBL. Copyright © 2016 the American Physiological Society.

  11. e-Learning in Advanced Life Support-What factors influence assessment outcome?

    Science.gov (United States)

    Thorne, C J; Lockey, A S; Kimani, P K; Bullock, I; Hampshire, S; Begum-Ali, S; Perkins, G D

    2017-05-01

    To establish variables which are associated with favourable Advanced Life Support (ALS) course assessment outcomes, maximising learning effect. Between 1 January 2013 and 30 June 2014, 8218 individuals participated in a Resuscitation Council (UK) e-learning Advanced Life Support (e-ALS) course. Participants completed 5-8h of online e-learning prior to attending a one day face-to-face course. e-Learning access data were collected through the Learning Management System (LMS). All participants were assessed by a multiple choice questionnaire (MCQ) before and after the face-to-face aspect alongside a practical cardiac arrest simulation (CAS-Test). Participant demographics and assessment outcomes were analysed. The mean post e-learning MCQ score was 83.7 (SD 7.3) and the mean post-course MCQ score was 87.7 (SD 7.9). The first attempt CAS-Test pass rate was 84.6% and overall pass rate 96.6%. Participants with previous ALS experience, ILS experience, or who were a core member of the resuscitation team performed better in the post-course MCQ, CAS-Test and overall assessment. Median time spent on the e-learning was 5.2h (IQR 3.7-7.1). There was a large range in the degree of access to e-learning content. Increased time spent accessing e-learning had no effect on the overall result (OR 0.98, P=0.367) on simulated learning outcome. Clinical experience through membership of cardiac arrest teams and previous ILS or ALS training were independent predictors of performance on the ALS course whilst time spent accessing e-learning materials did not affect course outcomes. This supports the blended approach to e-ALS which allows participants to tailor their e-learning experience to their specific needs. Copyright © 2017 Elsevier B.V. All rights reserved.

  12. Students’ Perception about Learning Assessment in Higher Education

    Directory of Open Access Journals (Sweden)

    Holmes Rodríguez-Espinosa

    2016-09-01

    Full Text Available This research aimed to know university students’ perception about learning assessment carried out by their teachers, their level of objectivity and skill, among other aspects. The study was conducted in Medellin, Colombia, between January and July 2015. A final sample size of 400 university students from public and private institutions, randomly selected, was used. The data analysis was carried out by using multivariate analysis of variance (MANOVA with orthogonal-type canonical contrast, factor analysis, and one-dimensional type frequency analysis. It was found that university students have a good perception about the assessment practices of their teachers. Likewise, highly significant differences between men and women in their perception of learning assessment were identified. Students consider that learning assessment practices have contributed to improve their learning and are in accordance with the learning objectives. Nevertheless, most students have felt that their teachers are not objective in evaluation and they often use questions that confuse students, and very theoretical questions without application to practice. A lack of non-traditional assessment practices, such as peer assessment, self-assessment as well as virtual platforms use for assessments, was found. These findings imply the need to improve teacher training on assessment skills to allow them to plan evaluation as a strategy to improve learning, involving students in an active way.

  13. Advanced Level Biology Teachers' Attitudes towards Assessment and Their Engagement in Assessment for Learning

    Science.gov (United States)

    Bramwell-Lalor, Sharon; Rainford, Marcia

    2015-01-01

    This paper reports on a Mixed Methods study involving an investigation into the attitudes of advanced level biology teachers towards assessment and describes the teachers' experiences while being engaged in Assessment for Learning (AfL) practices such as sharing of learning objectives and peer- and self-assessment. Quantitative data were collected…

  14. Variable learning performance: the levels of behaviour organization.

    Science.gov (United States)

    Csányi, V; Altbäcker, V

    1990-01-01

    Our experiments were focused on some special aspects of learning in the paradise fish. Passive avoidance conditioning method was used with different success depending on the complexity of the learning tasks. In the case of simple behavioural elements various "constrains" on avoidance learning were found. In a small, covered place the fish were ready to perform freezing reaction and mild punishment increased the frequency and duration of the freezing bouts very substantially. However, it was very difficult to enhance the frequency of freezing by punishment in a tank with transparent walls, where the main response to punishment was escape. The most easily learned tasks were the complex ones which had several different solutions. The fish learned to avoid either side of an aquarium very easily because they could use various behavioural elements to solve the problem. These findings could be interpreted within the framework of different organizational levels of behaviour.

  15. Tailored model abstraction in performance assessments

    International Nuclear Information System (INIS)

    Kessler, J.H.

    1995-01-01

    Total System Performance Assessments (TSPAs) are likely to be one of the most significant parts of making safety cases for the continued development and licensing of geologic repositories for the disposal of spent fuel and HLW. Thus, it is critical that the TSPA model capture the 'essence' of the physical processes relevant to demonstrating the appropriate regulation is met. But how much detail about the physical processes must be modeled and understood before there is enough confidence that the appropriate essence has been captured? In this summary the level of model abstraction that is required is discussed. Approaches for subsystem and total system performance analyses are outlined, and the role of best estimate models is examined. It is concluded that a conservative approach for repository performance, based on limited amount of field and laboratory data, can provide sufficient confidence for a regulatory decision

  16. ASSESSING UNIVERSITY RESEARCH PERFORMANCE WITH MULTIPLE CONSTITUENCIES

    Directory of Open Access Journals (Sweden)

    Kuang-Liang Liu

    2012-12-01

    Full Text Available The research performance of the university is critical to the national competitiveness. Previous research has established that research performance is based on scholarly publishing. Several studies suggested that journal ranking is the important research quality indicator. However, unilateral measurement for the research performance will seriously corrode the development of university research work. Assessing university research performance with multiple constituencies is a better to enhance the university research. Although substantial studies have been performed on the critical factors that affect knowledge exploration in the university, those in knowledge exploitation are still lacking. With the multiple constituencies, a fully understanding of research performance can be gained. In the research model, knowledge exploration represents the academic research and knowledge exploitation represents the university–industry collaboration. Data collected from 124 university data in online database. The study shows that knowledge exploration and exploitation both are significant positive predictors of university competitiveness. University resources play important roles to affect both knowledge exploration and exploitation in the university. The study also shows that higher knowledge exploration will enhance knowledge exploitation. Implications for theory and practice and suggestions for future research are discussed.

  17. Beyond static assessment of children's receptive vocabulary: the dynamic assessment of word learning (DAWL).

    Science.gov (United States)

    Camilleri, Bernard; Botting, Nicola

    2013-01-01

    Children's low scores on vocabulary tests are often erroneously interpreted as reflecting poor cognitive and/or language skills. It may be necessary to incorporate the measurement of word-learning ability in estimating children's lexical abilities. To explore the reliability and validity of the Dynamic Assessment of Word Learning (DAWL), a new dynamic assessment of receptive vocabulary. A dynamic assessment (DA) of word learning ability was developed and adopted within a nursery school setting with 15 children aged between 3;07 and 4;03, ten of whom had been referred to speech and language therapy. A number of quantitative measures were derived from the DA procedure, including measures of children's ability to identify the targeted items and to generalize to a second exemplar, as well as measures of children's ability to retain the targeted items. Internal, inter-rater and test-retest reliability of the DAWL was established as well as correlational measures of concurrent and predictive validity. The DAWL was found to provide both quantitative and qualitative information which could be used to improve the accuracy of differential diagnosis and the understanding of processes underlying the child's performance. The latter can be used for the purpose of designing more individualized interventions. © 2013 Royal College of Speech and Language Therapists.

  18. Assessment of Learning Strategies: Self-Report Questionnaire or Learning Task

    Science.gov (United States)

    Kikas, Eve; Jõgi, Anna-Liisa

    2016-01-01

    Two types of assessment instruments were developed to assess middle school students' learning strategies, and their effectiveness in predicting various learning outcomes was examined. The participants were 565 middle school students. Three subscales (rehearsal, organization, elaboration) from the "Motivated Strategies for Learning…

  19. Teori Adult Learning, Ekspriental Learning Cycle Dan Perubahan Performance Individu Dalam Pendidikan Dan Pelatihan

    Directory of Open Access Journals (Sweden)

    Moh. Dannur

    2017-07-01

    Full Text Available Teori belajar merupakan hal yang sangat penting dalam Manajmen Pendidikan dan Pelatihan apabila ingin meraih hasil yang maksimal dalam proses transformasi pengetahuan. Adult Learning dan Ekspriental Learning Cycle salah satu teori yang paling masyhur di dalamnya. Dalam upaya meraih hasil yang maksimal juga perlu adanya pengetahuan tentang motivasi dan faktor-faktor dalam pengembangan individu, perubahan performanya, serta dinamika individu kelompok. Sehingga dengan pengetahuan yang dimilikiakan dengan mudah merealisasikan yang diinginkan. Kata kunci: Adult learning, expriental learning cycle, performanceLearning theory is very important in Management of Education and Training if you want to achieve the maximum results in the transformation process of knowledge. Adult Learning and Expriental Learning Cycle are the most famous theories within it. In the effort to achieve the maximum results also needs the knowledge about motivation, the factors in the development of individuals, the changes of performance, and the dynamics of individual groups. So with this knowledge you will easily realize the thing you desired. Keywords: Adult learning, expriental learning cycle, performance.

  20. Learning from Top-Performing Managers.

    Science.gov (United States)

    Brown, Paul L.

    2000-01-01

    Illustrates five criteria that can be used to identify the "best" managers in any organization: business results, employee attitudes, peer confirmation, upper-level manager appraisal, and customer satisfaction. Examines what top-performing managers say and do, and concludes that their thinking processes and their specific sets of skills…

  1. Enhancing visuospatial performance through video game training to increase learning in visuospatial science domains.

    Science.gov (United States)

    Sanchez, Christopher A

    2012-02-01

    Although previous research has demonstrated that performance on visuospatial assessments can be enhanced through relevant experience, an unaddressed question is whether such experience also produces a similar increase in target domains (such as science learning) where visuospatial abilities are directly relevant for performance. In the present study, participants completed either spatial or nonspatial training via interaction with video games and were then asked to read and learn about the geologic topic of plate tectonics. Results replicate the benefit of playing appropriate video games in enhancing visuospatial performance and demonstrate that this facilitation also manifests itself in learning science topics that are visuospatial in nature. This novel result suggests that visuospatial training not only can impact performance on measures of spatial functioning, but also can affect performance in content areas in which these abilities are utilized.

  2. Assessment Drives Student Learning: Evidence for Summative Assessment from Pakistan

    Science.gov (United States)

    Qureshi, Rashida; Zahoor, Mahrukh; Zahoor, Mahwish

    2017-01-01

    Research studies from various parts of the world indicate that university students find research methodology courses among the most difficult subjects to grasp. Students in Pakistan display similar attitudes towards learning of research. Those of us who teach research at the institutions of higher learning in Pakistan continuously hear students…

  3. Impact of E-Learning Strategy on Students' Academic Performance ...

    African Journals Online (AJOL)

    This study examined the impact of e-learning strategies on students' academic performance at Strathmore University. The purpose of the study was to investigate the methodology, ideologies, output and ecology of ICT strategies and their impact on students' performance. This was done through comparing students' mean ...

  4. Variability of Performance: A "Signature" Characteristic of Learning Disabled Children?

    Science.gov (United States)

    Fuchs, Douglas; And Others

    Two studies were conducted to compare the performance instability of children (grades 3-9) labeled learning disabled/brain injured (LD/BI) to the performance instability of emotionally handicapped (EH) children. In the first study, 50 LD/BI and 37 EH students were measured on three third grade reading passages twice, once within one sitting and…

  5. Effects of Multimodal Information on Learning Performance and Judgment of Learning

    Science.gov (United States)

    Chen, Gongxiang; Fu, Xiaolan

    2003-01-01

    Two experiments were conducted to investigate the effects of multimodal information on learning performance and judgment of learning (JOL). Experiment 1 examined the effects of representation type (word-only versus word-plus-picture) and presentation channel (visual-only versus visual-plus-auditory) on recall and immediate-JOL in fixed-rate…

  6. Exploring the Political Underbelly of Organizational Learning: Learning during Pay and Performance Management Change

    Science.gov (United States)

    Field, Laurie

    2011-01-01

    Purpose: In an effort to better understand the political dimensions of organizational learning, this paper aims to examine learning processes in an organizational context--namely renegotiation of pay and performance management arrangements--where the interests of organizational members are threatened. Design/methodology/approach: Data were derived…

  7. Guidance for performing preliminary assessments under CERCLA

    Energy Technology Data Exchange (ETDEWEB)

    NONE

    1991-09-01

    EPA headquarters and a national site assessment workgroup produced this guidance for Regional, State, and contractor staff who manage or perform preliminary assessments (PAs). EPA has focused this guidance on the types of sites and site conditions most commonly encountered. The PA approach described in this guidance is generally applicable to a wide variety of sites. However, because of the variability among sites, the amount of information available, and the level of investigative effort required, it is not possible to provide guidance that is equally applicable to all sites. PA investigators should recognize this and be aware that variation from this guidance may be necessary for some sites, particularly for PAs performed at Federal facilities, PAs conducted under EPA`s Environmental Priorities Initiative (EPI), and PAs at sites that have previously been extensively investigated by EPA or others. The purpose of this guidance is to provide instructions for conducting a PA and reporting results. This guidance discusses the information required to evaluate a site and how to obtain it, how to score a site, and reporting requirements. This document also provides guidelines and instruction on PA evaluation, scoring, and the use of standard PA scoresheets. The overall goal of this guidance is to assist PA investigators in conducting high-quality assessments that result in correct site screening or further action recommendations on a nationally consistent basis.

  8. Statistical analysis in MSW collection performance assessment.

    Science.gov (United States)

    Teixeira, Carlos Afonso; Avelino, Catarina; Ferreira, Fátima; Bentes, Isabel

    2014-09-01

    The increase of Municipal Solid Waste (MSW) generated over the last years forces waste managers pursuing more effective collection schemes, technically viable, environmentally effective and economically sustainable. The assessment of MSW services using performance indicators plays a crucial role for improving service quality. In this work, we focus on the relevance of regular system monitoring as a service assessment tool. In particular, we select and test a core-set of MSW collection performance indicators (effective collection distance, effective collection time and effective fuel consumption) that highlights collection system strengths and weaknesses and supports pro-active management decision-making and strategic planning. A statistical analysis was conducted with data collected in mixed collection system of Oporto Municipality, Portugal, during one year, a week per month. This analysis provides collection circuits' operational assessment and supports effective short-term municipality collection strategies at the level of, e.g., collection frequency and timetables, and type of containers. Copyright © 2014 Elsevier Ltd. All rights reserved.

  9. Continued usage of e-learning: Expectations and performance

    OpenAIRE

    Fernando Antonio de Melo Pereira; Anatália Saraiva Martins Ramos; Adrianne Paula Vieira de Andrade; Bruna Miyuki Kasuya de Oliveira

    2015-01-01

    The present study aims to investigate the determinants of satisfaction and the resulting continuance intention use in e-learning context. The constructs of decomposed expectancy disconfirmation theory (DEDT) are evaluated from the perspective of users of a virtual learning environment (VLE) in relation to expectations and perceived performance. An online survey collected responses from 197 students of a public management course in distance mode. Structural equation modeling was operationalize...

  10. Tax Performance Assessment in Scandinavian Countries

    Directory of Open Access Journals (Sweden)

    Bunescu Liliana

    2015-04-01

    Full Text Available The aim of this paper is to evaluate fiscal policy performance level in Nordic countries of Europe by quantifying the gap between their performance and an optimum benchmark value. In this study it was selected Denmark, Finland, Sweden and Norway. These countries occupy the first places in the ranking of countries with the highest rate of tax burden in Europe. The first part of paper contains general aspects of fiscal performance in international research and an overview of the Nordic tax systems model. The second part of paper focuses on evaluation of tax policy performance in these countries by using OptimTax scoring analysis. The research is based on a multivariate analysis instrument that uses quantitative data on various aspects of tax policy. OptimTax achieves a score for assessing the degree of optimization of fiscal policy. The results reveal high levels of tax performance in Scandinavian countries and a trend that seems to be more constant than ascending, except Norway.

  11. Workplace-based assessment and students' approaches to learning: a qualitative inquiry

    NARCIS (Netherlands)

    Al-Kadri, H.M.; Al-Kadi, M.T.; Vleuten, C.P.M. van der

    2013-01-01

    BACKGROUND: We have performed this research to assess the effect of work-place based assessment (WBA) practice on medical students' learning approaches. METHODS: The research was conducted at the King Saud bin Abdulaziz University for Health Sciences, College of Medicine from 1 March to 31 July

  12. Comparison of plant-specific probabilistic safety assessments and lessons learned

    International Nuclear Information System (INIS)

    Balfanz, H.P.; Berg, H.P.; Steininger, U.

    2001-01-01

    Probabilistic safety assessments (PSA) have been performed for all German nuclear power plants in operation. These assessments are mainly based on the recent German PSA guide and an earlier draft, respectively. However, comparison of these PSA show differences in the results which are discussed in this paper. Lessons learned from this comparison and further development of the PSA methodology are described. (orig.) [de

  13. Use of Web Technology and Active Learning Strategies in a Quality Assessment Methods Course.

    Science.gov (United States)

    Poirier, Therese I.; O'Neil, Christine K.

    2000-01-01

    The authors describe and evaluate quality assessment methods in a health care course that utilized web technology and various active learning strategies. The course was judged successful by student performance, evaluations and student assessments. The instructors were pleased with the outcomes achieved and the educational pedagogy used for this…

  14. E-learning enables parents to assess an infantile hemangioma.

    Science.gov (United States)

    de Graaf, Marlies; Knol, Mirjam J; Totté, Joan E E; van Os-Medendorp, Harmieke; Breugem, Corstiaan C; Pasmans, Suzanne G M A

    2014-05-01

    Infantile hemangiomas (IH) at risk for complications need to be recognized early. We sought to determine if parents are able to assess, after e-learning, whether their child has an IH, is at risk for complications, and needs to be seen (urgently) by a specialist. This was a prospective study of 158 parents participating in an IH e-learning module. Parents were asked to assess their child's skin abnormality. A dermatologist answered the same questions (by e-consult). The 2 assessments were compared. Parents showed a 96% concordance with the dermatologist for correct diagnosis after e-learning. Concordances were 79%, 75%, and 84% (P e-learning module. E-learning by parents could result in earlier presentation and treatment of high-risk IH. Copyright © 2014 American Academy of Dermatology, Inc. Published by Mosby, Inc. All rights reserved.

  15. Assessment on Hybrid E-Learning Instrument

    OpenAIRE

    Intan Farahana Kamsin; Rosseni Din

    2015-01-01

    This study aims to improve Hybrid e-Learning 9.3. A total of 233 students of International Islamic University Malaysia, Gombak who have the experience in hybrid teaching and learning were involved as respondents. Rasch Measurement Model was used for this study. Validity analyses conducted were on (i) the compatibility of the items, (ii) mapping of items and respondents, (iii) scaling of instruments, and (iv) unidimentional items. The findings of the study show that (i) the items developed cor...

  16. Hysteroscopic sterilization using a virtual reality simulator: assessment of learning curve.

    Science.gov (United States)

    Janse, Juliënne A; Goedegebuure, Ruben S A; Veersema, Sebastiaan; Broekmans, Frank J M; Schreuder, Henk W R

    2013-01-01

    To assess the learning curve using a virtual reality simulator for hysteroscopic sterilization with the Essure method. Prospective multicenter study (Canadian Task Force classification II-2). University and teaching hospital in the Netherlands. Thirty novices (medical students) and five experts (gynecologists who had performed >150 Essure sterilization procedures). All participants performed nine repetitions of bilateral Essure placement on the simulator. Novices returned after 2 weeks and performed a second series of five repetitions to assess retention of skills. Structured observations on performance using the Global Rating Scale and parameters derived from the simulator provided measurements for analysis. The learning curve is represented by improvement per procedure. Two-way repeated-measures analysis of variance was used to analyze learning curves. Effect size (ES) was calculated to express the practical significance of the results (ES ≥ 0.50 indicates a large learning effect). For all parameters, significant improvements were found in novice performance within nine repetitions. Large learning effects were established for six of eight parameters (p learning curve established in this study endorses future implementation of the simulator in curricula on hysteroscopic skill acquisition for clinicians who are interested in learning this sterilization technique. Copyright © 2013 AAGL. Published by Elsevier Inc. All rights reserved.

  17. Optimizing performance through intrinsic motivation and attention for learning: The OPTIMAL theory of motor learning.

    Science.gov (United States)

    Wulf, Gabriele; Lewthwaite, Rebecca

    2016-10-01

    Effective motor performance is important for surviving and thriving, and skilled movement is critical in many activities. Much theorizing over the past few decades has focused on how certain practice conditions affect the processing of task-related information to affect learning. Yet, existing theoretical perspectives do not accommodate significant recent lines of evidence demonstrating motivational and attentional effects on performance and learning. These include research on (a) conditions that enhance expectancies for future performance, (b) variables that influence learners' autonomy, and (c) an external focus of attention on the intended movement effect. We propose the OPTIMAL (Optimizing Performance through Intrinsic Motivation and Attention for Learning) theory of motor learning. We suggest that motivational and attentional factors contribute to performance and learning by strengthening the coupling of goals to actions. We provide explanations for the performance and learning advantages of these variables on psychological and neuroscientific grounds. We describe a plausible mechanism for expectancy effects rooted in responses of dopamine to the anticipation of positive experience and temporally associated with skill practice. Learner autonomy acts perhaps largely through an enhanced expectancy pathway. Furthermore, we consider the influence of an external focus for the establishment of efficient functional connections across brain networks that subserve skilled movement. We speculate that enhanced expectancies and an external focus propel performers' cognitive and motor systems in productive "forward" directions and prevent "backsliding" into self- and non-task focused states. Expected success presumably breeds further success and helps consolidate memories. We discuss practical implications and future research directions.

  18. Bootcamp EMMA MOOC Assessment for learning in practice

    NARCIS (Netherlands)

    Firssova, Olga; Brouns, Francis

    2016-01-01

    At the EDEN Conference an introduction to the EMMA platform will be combined with learning activities relevant to the topic of Formative Assessment. EDEN conference participants will have an opportunity to join the MOOC prior to the conference or at the conference. A range of learning activities

  19. Assessing propensity to learn from safety-related events

    NARCIS (Netherlands)

    Drupsteen, L.; Wybo, J.L.

    2015-01-01

    Most organisations aim to use experience from the past to improve safety, for instance through learning from safety-related incidents and accidents. Whether an organisation is able to learn successfully can however only be determined afterwards. So far, there are no proactive measures to assess

  20. Developing and Assessing Teachers' Knowledge of Game-Based Learning

    Science.gov (United States)

    Shah, Mamta; Foster, Aroutis

    2015-01-01

    Research focusing on the development and assessment of teacher knowledge in game-based learning is in its infancy. A mixed-methods study was undertaken to educate pre-service teachers in game-based learning using the Game Network Analysis (GaNA) framework. Fourteen pre-service teachers completed a methods course, which prepared them in game…

  1. Assessing the Value of E-Learning Systems

    Science.gov (United States)

    Levy, Yair

    2006-01-01

    "Assessing the Value of E-Learning Systems" provides an extensive literature review pulling theories from the field of information systems, psychology and cognitive sciences, distance and online learning, as well as marketing and decision sciences. This book provides empirical evidence for the power of measuring value in the context of e-learning…

  2. Linking Past and Present: John Dewey and Assessment for Learning

    Science.gov (United States)

    Kucey, Sharen; Parsons, Jim

    2017-01-01

    This collection of extracts is drawn from an article originally published in the "Journal of Teaching and Learning" (2012). It provides an important reminder to understand Assessment for Learning in depth, by relating some of its key features to aspects of John Dewey's educational and political philosophy of democratic participation.

  3. Assessing Students' Learning of Internal Controls: Closing the Loop

    Science.gov (United States)

    Amer, T. S.; Mohrweis, Lawrence C.

    2009-01-01

    This study describes the multifaceted components of an assessment process. The paper explains a novel approach in which an advisory council participated in a "fun," hands-on activity to rank-order learning outcomes. The top ranked learning competency, as identified by the advisory council, was the need for students to gain a better…

  4. Pedagogical Voyeurism: Dialogic Critique of Documentation and Assessment of Learning

    Science.gov (United States)

    Matusov, Eugene; Marjanovic-Shane, Ana; Meacham, Sohyun

    2016-01-01

    We challenge a common emphasis on documentation and assessment of learning for providing good education: from the mainstream of neoliberal accountability movement to the progressive Reggio Emilia schools. We develop these arguments through discussing: 1) immeasurableness of education and learning, 2) students' ownership/authorship of education and…

  5. Income Tax Preparation Assistance Service Learning Program: A Multidimensional Assessment

    Science.gov (United States)

    Aldridge, Richard; Callahan, Richard A.; Chen, Yining; Wade, Stacy R.

    2015-01-01

    The authors present a multidimensional assessment of the outcomes and benefits of an income tax preparation assistance (ITPA) service learning program. They measure the perceived proximate benefits at the delivery of the service program, the actual learning outcome benefits prior to graduation, and the perceived long-term benefits from a…

  6. Criteria for assessing learning material for distance education ...

    African Journals Online (AJOL)

    This article proposes eight broad criteria for assessing learning material for distance education institutions such as the University of South Africa (Unisa) where learning material in print format is the main teaching method. To this end, the article analyses and evaluates the major trends in the international and national fields ...

  7. Assessing Student Learning in Academic Advising Using Social Cognitive Theory

    Science.gov (United States)

    Erlich, Richard J.; Russ-Eft, Darlene F.

    2013-01-01

    We investigated whether the social cognitive theory constructs of self-efficacy and self-regulated learning apply to academic advising for measuring student learning outcomes. Community college students (N = 120) participated in an individual academic-advising session. We assessed students' post-intervention self-efficacy in academic planning and…

  8. Assessing Preschool Teachers' Practices to Promote Self-Regulated Learning

    Science.gov (United States)

    Adagideli, Fahretdin Hasan; Saraç, Seda; Ader, Engin

    2015-01-01

    Recent research reveals that in preschool years, through pedagogical interventions, preschool teachers can and should promote self-regulated learning. The main aim of this study is to develop a self-report instrument to assess preschool teachers' practices to promote self-regulated learning. A pool of 50 items was recruited through literature…

  9. A Learning Style-Based Grouping Collaborative Learning Approach to Improve EFL Students' Performance in English Courses

    Science.gov (United States)

    Kuo, Yu-Chen; Chu, Hui-Chun; Huang, Chi-Hao

    2015-01-01

    Learning English is an important and challenging task for English as Foreign Language (EFL) students. Educators had indicated that, without proper learning support, most EFL students might feel frustrated while learning English, which could significantly affect their learning performance. In the past research, learning usually utilized grouping,…

  10. A Study of the Relationships among Learning Styles, Participation Types, and Performance in Programming Language Learning Supported by Online Forums

    Science.gov (United States)

    Shaw, Ruey-Shiang

    2012-01-01

    This study is focused on the relationships among learning styles, participation types, and learning performance for programming language learning supported by an online forum. Kolb's learning style inventory was used in this study to determine a learner's learning type: "Diverger", "Assimilator", "Converger", and "Accommodator". Social Learning…

  11. Performance assessment modeling of pyrometallurgical process wasteforms

    International Nuclear Information System (INIS)

    Nutt, W.M.; Hill, R.N.; Bullen, D.B.

    1995-01-01

    Performance assessment analyses have been completed to estimate the behavior of high-level nuclear wasteforms generated from the pyrometallurgical processing of liquid metal reactor (LMR) and light water reactor (LWR) spent nuclear fuel. Waste emplaced in the proposed repository at Yucca Mountain is investigated as the basis for the study. The resulting cumulative actinide and fission product releases to the accessible environment within a 100,000 year period from the various pyrometallurgical process wasteforms are compared to those of directly disposed LWR spent fuel using the same total repository system model. The impact of differing radionuclide transport models on the overall release characteristics is investigated

  12. Organizational learning and continuous quality improvement: examining the impact on nursing home performance.

    Science.gov (United States)

    Rondeau, Kent V; Wagar, Terry H

    2002-01-01

    Interest is growing in learning more about the ability of total quality management and continuous quality improvement (TQM/CQI) initiatives to contribute to the performance of healthcare organizations. A major factor in the successful implementation of TQM/CQI is the seminal contribution of an organization's culture. Many implementation efforts have not succeeded because of a corporate culture that failed to stress broader organizational learning. This may help to explain why some TQM/CQI programs have been unsuccessful in improving healthcare organization performance. Organizational performance variables and organizational learning orientation were assessed in a sample of 181 Canadian long-term care organizations that had implemented a formal TQM/CQI program. Categorical regression analysis shows that, in the absence of a strong corporAte culture that stresses organizational learning and employee development, few performance enhancements are reported. The results of the assessment suggest that a TQM/CQI program without the backing of a strong organizational learning culture may be insufficient to achieve augmented organizational performance.

  13. A model of using social media for collaborative learning to enhance learners’ performance on learning

    Directory of Open Access Journals (Sweden)

    Waleed Mugahed Al-Rahmi

    2017-10-01

    Full Text Available Social media has been always described as the channel through which knowledge is transmitted between communities and learners. This social media has been utilized by colleges in a way to encourage collaborative learning and social interaction. This study explores the use of social media in the process of collaborative learning through learning Quran and Hadith. Through this investigation, different factors enhancing collaborative learning in learning Quran and Hadith in the context of using social media are going to be examined. 340 respondents participated in this study. The structural equation modeling (SEM was used to analyze the data obtained. Upon analysis and structural model validities, the study resulted in a model used for measuring the influences of the different variables. The study reported direct and indirect significant impacts of these variables on collaborative learning through the use of social media which might lead to a better performance by learners.

  14. Building Confidence in LLW Performance Assessments - 13386

    Energy Technology Data Exchange (ETDEWEB)

    Rustick, Joseph H.; Kosson, David S.; Krahn, Steven L.; Clarke, James H. [Vanderbilt University, Department of Civil and Environmental Engineering and Consortium for Risk Evaluation with Stakeholder Participation, Nashville, Tennessee, 37235 (United States)

    2013-07-01

    The performance assessment process and incorporated input assumptions for four active and one planned DOE disposal sites were analyzed using a systems approach. The sites selected were the Savannah River E-Area Slit and Engineered Trenches, Hanford Integrated Disposal Facility, Idaho Radioactive Waste Management Complex, Oak Ridge Environmental Management Waste Management Facility, and Nevada National Security Site Area 5. Each disposal facility evaluation incorporated three overall system components (1) site characteristics (climate, geology, geochemistry, etc.), (2) waste properties (waste form and package), and (3) engineered barrier designs (cover system, liner system). Site conceptual models were also analyzed to identity the main risk drivers and risk insights controlling performance for each disposal facility. (authors)

  15. Building Confidence in LLW Performance Assessments - 13386

    International Nuclear Information System (INIS)

    Rustick, Joseph H.; Kosson, David S.; Krahn, Steven L.; Clarke, James H.

    2013-01-01

    The performance assessment process and incorporated input assumptions for four active and one planned DOE disposal sites were analyzed using a systems approach. The sites selected were the Savannah River E-Area Slit and Engineered Trenches, Hanford Integrated Disposal Facility, Idaho Radioactive Waste Management Complex, Oak Ridge Environmental Management Waste Management Facility, and Nevada National Security Site Area 5. Each disposal facility evaluation incorporated three overall system components (1) site characteristics (climate, geology, geochemistry, etc.), (2) waste properties (waste form and package), and (3) engineered barrier designs (cover system, liner system). Site conceptual models were also analyzed to identity the main risk drivers and risk insights controlling performance for each disposal facility. (authors)

  16. Assessment of Kolb's Learning Styles among College Students of Qom University of Medical Sciences

    Directory of Open Access Journals (Sweden)

    Elaheh rahiminia

    2017-06-01

    Full Text Available Background and Objective: Learning styles are effective factors in the learning. Learning is a relatively permanent change in the behavior or attitude of a person over time. Whereas improvement of existing conditions is pivotal in educational activities; therefore, the aim of this study was the assessment of stages and learning styles based on the Kolb theory among students of Qom University of Medical Sciences. Materials and Methods: This cross-sectional study was performed on 279 students of the QomUniversity of Medical Sciences, Iran in October 2015. The participants were selected using a stratified sampling method. The assessment instrument was the Kolb learning style inventory (KLSI V.3.1. Data analysis was performed by SPSS using descriptive statistics and Chi square test. Results: The mean age of students was 22.23±4.38 years, and the average grade was 16.85±1.65. Generally, the learning styles of students were convergent (% 38.9, assimilative (% 37.5, divergent (%13.2 and accommodative (%10.4. There was a significant relationship between learning styles with gender (P=0.01. Conclusion: Considering the predominance of convergent and assimilative learning styles in these students, it is recommended that faculty members use visual methods such as diagrams, self learning, individualized instruction and emphasize on practical methods in teaching.

  17. Idea Sharing: Assessment in a Cooperative Learning Class

    Science.gov (United States)

    Tamah, Siti Mina

    2014-01-01

    With the trend to incorporate cooperative learning in the classroom practices, another mode of assessing students is required. In other words, how can a teacher enforce Individual Accountability and Positive Interdependence in assessing his or her students? This paper is intended to provide a model of assessing students who are accustomed to…

  18. Assessment, Student Learning and Classroom Practice: A Review

    Science.gov (United States)

    Amua-Sekyi, Ekua Tekyiwa

    2016-01-01

    Assessment in its various forms has always been a central part of educational practice. Evidence gleaned from the empirical literature suggests that assessment, especially high stakes external assessment has effect on how teachers teach and consequently, how students learn. Through focus group discussions, this paper draws upon the experiences of…

  19. Active learning increases student performance in science, engineering, and mathematics.

    Science.gov (United States)

    Freeman, Scott; Eddy, Sarah L; McDonough, Miles; Smith, Michelle K; Okoroafor, Nnadozie; Jordt, Hannah; Wenderoth, Mary Pat

    2014-06-10

    To test the hypothesis that lecturing maximizes learning and course performance, we metaanalyzed 225 studies that reported data on examination scores or failure rates when comparing student performance in undergraduate science, technology, engineering, and mathematics (STEM) courses under traditional lecturing versus active learning. The effect sizes indicate that on average, student performance on examinations and concept inventories increased by 0.47 SDs under active learning (n = 158 studies), and that the odds ratio for failing was 1.95 under traditional lecturing (n = 67 studies). These results indicate that average examination scores improved by about 6% in active learning sections, and that students in classes with traditional lecturing were 1.5 times more likely to fail than were students in classes with active learning. Heterogeneity analyses indicated that both results hold across the STEM disciplines, that active learning increases scores on concept inventories more than on course examinations, and that active learning appears effective across all class sizes--although the greatest effects are in small (n ≤ 50) classes. Trim and fill analyses and fail-safe n calculations suggest that the results are not due to publication bias. The results also appear robust to variation in the methodological rigor of the included studies, based on the quality of controls over student quality and instructor identity. This is the largest and most comprehensive metaanalysis of undergraduate STEM education published to date. The results raise questions about the continued use of traditional lecturing as a control in research studies, and support active learning as the preferred, empirically validated teaching practice in regular classrooms.

  20. Science learning motivation as correlate of students’ academic performances

    Directory of Open Access Journals (Sweden)

    Nhorvien Jay P. Libao

    2016-09-01

    Full Text Available This study was designed to analyze the relationship  of students’ learning motivation and their academic performances in science. The study made use of 21 junior and senior Biological Science students to conclude on the formulated research problems. The respondents had a good to very good motivation in learning science. In general, the extent of their motivation do not vary across their sex, age, and curriculum year. Moreover, the respondents had good academic performances in science. Aptly, extrinsic motivation was found to be related with their academic performances among the indicators of motivations in learning science.

  1. Impact of Expert Teaching Quality on Novice Academic Performance in the Jigsaw Cooperative Learning Method

    Science.gov (United States)

    Berger, Roland; Hänze, Martin

    2015-01-01

    We assessed the impact of expert students' instructional quality on the academic performance of novice students in 12th-grade physics classes organized in an expert model of cooperative learning ("jigsaw classroom"). The instructional quality of 129 expert students was measured by a newly developed rating system. As expected, when…

  2. Associations Between Academic and Motor Performance in a Heterogeneous Sample of Children With Learning Disabilities

    NARCIS (Netherlands)

    Vuijk, Pieter Jelle; Hartman, Esther; Mombarg, Remo; Scherder, Erik; Visscher, Chris

    2011-01-01

    A heterogeneous sample of 137 school-aged children with learning disabilities (IQ > 80) attending special needs schools was examined on the Movement Assessment Battery for Children (MABC). The results show that compared to the available norm scores, 52.6% of the children tested performed below the

  3. Digital Devices, Distraction, and Student Performance: Does In-Class Cell Phone Use Reduce Learning?

    Science.gov (United States)

    Duncan, Douglas K.; Hoekstra, Angel R.; Wilcox, Bethany R.

    2012-01-01

    The recent increase in use of digital devices such as laptop computers, iPads, and web-enabled cell phones has generated concern about how technologies affect student performance. Combining observation, survey, and interview data, this research assesses the effects of technology use on student attitudes and learning. Data were gathered in eight…

  4. Which assessment features shape students' learning? A review study

    NARCIS (Netherlands)

    Joosten-ten Brinke, Desirée; Sluijsmans, Dominique; Van der Vleuten, Cees

    2013-01-01

    Joosten-ten Brinke, D., Sluijsmans, D., & Van der Vleuten, C. (2012, 28 November). Which assessment features shape students’ learning? A review study. Presentation at the Eapril conference, Jyväskylä, Finland.

  5. Assessment for Learning in Inquiry Based Science Education

    DEFF Research Database (Denmark)

    Fornaguera, Cristina Carulla

    The study looks at assessment for learning and Inquiry Based Science Education —IBSE— as concepts established in a diversity of geographical areas, where the traditional summative assessment shapes what most individuals share as being experienced as assessment. Based on Leontiev and Radford...... the analytical process. The main contribution was the analysis and the results of researcher movement from a view of assessment considering learning as a psychological process in the mind, independent of the everyday life of individuals, towards one considering the inseparability of collective and individual...... as identifying and differentiating forms of researching assessment, changing the researcher’s perspective on research, and imagining a new theoretical approach to assessment for learning....

  6. The Learning Organization Dimensions and Their Impact on Organizational Performance: Orange Jordan as a Case Study

    Directory of Open Access Journals (Sweden)

    Farid M. Qawasmeh

    2013-12-01

    Full Text Available The objective of this study is to measure the impact of learning organization's seven key dimensions (continuous learning opportunities, inquiry and dialogue, employee empowerment, establish systems to capture and share learning, connect the organization to its environment, collaboration and team learning, strategic leadership on organizational performance in Jordan Telecom. It also aims to figure out the type and magnitude of correlation among these seven dimensions as well as to assess the credibility of the questionnaire in a different context such as the Arab business environment. The sample size was (312 employees in this case study. The study results are as follows: The status of the learning organization dimensions was moderate (3.44 out of 5 on 5-step Likert scale. A positive statistical correlation exists among the seven learning organization dimensions as well as a positive statistical correlation with organizational performance. The questionnaire proved to be suitable in the Arab business context. Finally, the study recommends that organizations must consider the seven learning organizations’ dimensions due to their role in enhancing organizational performance and assuring a competitive edge.

  7. Case study teaching method improves student performance and perceptions of learning gains.

    Science.gov (United States)

    Bonney, Kevin M

    2015-05-01

    Following years of widespread use in business and medical education, the case study teaching method is becoming an increasingly common teaching strategy in science education. However, the current body of research provides limited evidence that the use of published case studies effectively promotes the fulfillment of specific learning objectives integral to many biology courses. This study tested the hypothesis that case studies are more effective than classroom discussions and textbook reading at promoting learning of key biological concepts, development of written and oral communication skills, and comprehension of the relevance of biological concepts to everyday life. This study also tested the hypothesis that case studies produced by the instructor of a course are more effective at promoting learning than those produced by unaffiliated instructors. Additionally, performance on quantitative learning assessments and student perceptions of learning gains were analyzed to determine whether reported perceptions of learning gains accurately reflect academic performance. The results reported here suggest that case studies, regardless of the source, are significantly more effective than other methods of content delivery at increasing performance on examination questions related to chemical bonds, osmosis and diffusion, mitosis and meiosis, and DNA structure and replication. This finding was positively correlated to increased student perceptions of learning gains associated with oral and written communication skills and the ability to recognize connections between biological concepts and other aspects of life. Based on these findings, case studies should be considered as a preferred method for teaching about a variety of concepts in science courses.

  8. Case Study Teaching Method Improves Student Performance and Perceptions of Learning Gains

    Directory of Open Access Journals (Sweden)

    Kevin M. Bonney

    2015-02-01

    Full Text Available Following years of widespread use in business and medical education, the case study teaching method is becoming an increasingly common teaching strategy in science education. However, the current body of research provides limited evidence that the use of published case studies effectively promotes the fulfillment of specific learning objectives integral to many biology courses. This study tested the hypothesis that case studies are more effective than classroom discussions and textbook reading at promoting learning of key biological concepts, development of written and oral communication skills, and comprehension of the relevance of biological concepts to everyday life. This study also tested the hypothesis that case studies produced by the instructor of a course are more effective at promoting learning than those produced by unaffiliated instructors. Additionally, performance on quantitative learning assessments and student perceptions of learning gains were analyzed to determine whether reported perceptions of learning gains accurately reflect academic performance. The results reported here suggest that case studies, regardless of the source, are significantly more effective than other methods of content delivery at increasing performance on examination questions related to chemical bonds, osmosis and diffusion, mitosis and meiosis, and DNA structure and replication. This finding was positively correlated to increased student perceptions of learning gains associated with oral and written communication skills and the ability to recognize connections between biological concepts and other aspects of life. Based on these findings, case studies should be considered as a preferred method for teaching about a variety of concepts in science courses.

  9. Performance assessment of nuclear waste isolation systems

    International Nuclear Information System (INIS)

    Lee, W.L.

    1984-01-01

    A number of concepts have been proposed for the isolation of highly radioactive wastes, and it will be necessary to demonstrate the safety of such systems. In many countries including the U.S., the waste isolation system of choice is deep mined geologic repositories. Because of the complex nature of the multiple isolation barriers afforded by mined geologic disposal systems, and the long isolation periods involved, this demonstration can only be indirect. In recent years this indirect demonstration, mostly through mathematical modeling, is called performance assessment. Performance Assessment can be defined to mean the development, testing, and application of a series of mathematical models and computer codes which traces the movement of radionuclides from a waste isolation system to the biosphere and any resultant dose to man. In modeling such a repository system, it is often convenient to divide it into a number of subsystems, there may be several different processes that need to be modeled, individually and interactively. For instance, this waste package will probably consist of a waste form such as borosilicate glass containing the radioisotopes, a canister, an overpack material such as steel or copper, and a buffer material such as bentonite. The processes to be modeled at the waste package scale include radioisotope inventory and decay, thermal radiation, radiolysis effects, corrosion, leading and fluid flow. In tracing radionuclide transport through rock, the processes of importance are probably groundwater flow, and sorption and retardation of radionuclide movement

  10. Modelling saline intrusion for repository performance assessment

    International Nuclear Information System (INIS)

    Jackson, C.P.

    1989-04-01

    UK Nirex Ltd are currently considering the possibility of disposal of radioactive waste by burial in deep underground repositories. The natural pathway for radionuclides from such a repository to return to Man's immediate environment (the biosphere) is via groundwater. Thus analyses of the groundwater flow in the neighbourhood of a possible repository, and consequent radionuclide transport form an important part of a performance assessment for a repository. Some of the areas in the UK that might be considered as possible locations for a repository are near the coast. If a repository is located in a coastal region seawater may intrude into the groundwater flow system. As seawater is denser than fresh water buoyancy forces acting on the intruding saline water may have significant effects on the groundwater flow system, and consequently on the time for radionuclides to return to the biosphere. Further, the chemistry of the repository near-field may be strongly influenced by the salinity of the groundwater. It is therefore important for Nirex to have a capability for reliably modelling saline intrusion to an appropriate degree of accuracy in order to make performance assessments for a repository in a coastal region. This report describes work undertaken in the Nirex Research programme to provide such a capability. (author)

  11. Performance assessment task team progress report

    International Nuclear Information System (INIS)

    Wood, D.E.; Curl, R.U.; Armstrong, D.R.; Cook, J.R.; Dolenc, M.R.; Kocher, D.C.; Owens, K.W.; Regnier, E.P.; Roles, G.W.; Seitz, R.R.

    1994-05-01

    The U.S. Department of Energy (DOE) Headquarters EM-35, established a Performance Assessment Task Team (referred to as the Team) to integrate the activities of the sites that are preparing performance assessments (PAs) for disposal of new low-level waste, as required by Chapter III of DOE Order 5820.2A, open-quotes Low-Level Waste Managementclose quotes. The intent of the Team is to achieve a degree of consistency among these PAs as the analyses proceed at the disposal sites. The Team's purpose is to recommend policy and guidance to the DOE on issues that impact the PAs, including release scenarios and parameters, so that the approaches are as consistent as possible across the DOE complex. The Team has identified issues requiring attention and developed discussion papers for those issues. Some issues have been completed, and the recommendations are provided in this document. Other issues are still being discussed, and the status summaries are provided in this document. A major initiative was to establish a subteam to develop a set of test scenarios and parameters for benchmarking codes in use at the various sites. The activities of the Team are reported here through December 1993

  12. Beginning science teachers' performances: Assessment in times of reform

    Science.gov (United States)

    Budzinsky, Fie K.

    2000-10-01

    The current reform in science education and the research on effective teaching and student learning have reinforced the importance of teacher competency. To better measure performances in the teaching of science, performance assessment has been added to Connecticut's licensure process for beginning science teachers. Teaching portfolios are used to document teaching and learning over time. Portfolios, however, are not without problems. One of the major concerns with the portfolio assessment process is its subjectivity. Assessors may not have opportunities to ask clarifying or follow-up questions to enhance the interpretation of a teacher's performance. In addition, portfolios often contain components based on self-documentation, which are subjective. Furthermore, the use of portfolios raises test equity issues. These concerns present challenges for persons in charge of establishing the validity of a portfolio-based licensure process. In high-stakes decision processes, such as teaching licensure, the validity of the assessment instruments must be studied. The primary purpose of this study was to explore the criterion-related validity of the Connecticut State Department of Education's Beginning Science Teaching Portfolio by comparing the interpretations of performances from science teaching portfolios to those derived from another assessment method, the Expert Science Teaching Educational and Evaluation Model, (ESTEEM). The analysis of correlations between the Beginning Science Teaching Portfolio and ESTEEM instrument scores was the primary method for establishing support for validity. The results indicated moderate correlations between all Beginning Science Teaching Portfolio and ESTEEM category and total variables. Multiple regression was used to examine whether differences existed in beginning science teachers' performances based on gender, poverty group, school level, and science discipline taught. None of these variables significantly contributed to the

  13. Issues in developing valid assessments of speech pathology students' performance in the workplace.

    Science.gov (United States)

    McAllister, Sue; Lincoln, Michelle; Ferguson, Alison; McAllister, Lindy

    2010-01-01

    Workplace-based learning is a critical component of professional preparation in speech pathology. A validated assessment of this learning is seen to be 'the gold standard', but it is difficult to develop because of design and validation issues. These issues include the role and nature of judgement in assessment, challenges in measuring quality, and the relationship between assessment and learning. Valid assessment of workplace-based performance needs to capture the development of competence over time and account for both occupation specific and generic competencies. This paper reviews important conceptual issues in the design of valid and reliable workplace-based assessments of competence including assessment content, process, impact on learning, measurement issues, and validation strategies. It then goes on to share what has been learned about quality assessment and validation of a workplace-based performance assessment using competency-based ratings. The outcomes of a four-year national development and validation of an assessment tool are described. A literature review of issues in conceptualizing, designing, and validating workplace-based assessments was conducted. Key factors to consider in the design of a new tool were identified and built into the cycle of design, trialling, and data analysis in the validation stages of the development process. This paper provides an accessible overview of factors to consider in the design and validation of workplace-based assessment tools. It presents strategies used in the development and national validation of a tool COMPASS, used in an every speech pathology programme in Australia, New Zealand, and Singapore. The paper also describes Rasch analysis, a model-based statistical approach which is useful for establishing validity and reliability of assessment tools. Through careful attention to conceptual and design issues in the development and trialling of workplace-based assessments, it has been possible to develop the

  14. Consideration of environmental change in performance assessments

    International Nuclear Information System (INIS)

    Pinedo, P.; Thorne, M.; Egan, M.; Calvez, M.; Kautsky, U.

    2005-01-01

    Depending on the particular circumstances in which a post-closure performance assessment of a radioactive waste repository is made, it may be appropriate to follow simple or more complex approaches in characterising the biosphere. Several different Example Reference Biospheres were explored in BIOMASS Theme 1 to address a range of issues that arise. Here, consideration is given to Example Reference Biospheres relevant to representing the implications of changes that may occur within the biosphere system during the period over which releases of radionuclides from a disposal facility might take place. Mechanisms of change considered include those extrinsic and intrinsic to the system of interest. An overall methodology for incorporating environmental change into assessments is proposed. This includes screening of primary mechanisms of change; identification of possible time sequences of change; development of a coherent description of the regional landscape response for each time sequence; integration of source term and geosphere-biosphere interface information; identification and description of one or more time series of assessment biospheres; and evaluation of the advantages and disadvantages of simulating the effects of sequences of biosphere systems and the transitions between them, or of defining a set of biosphere systems to be represented individually in a non-sequential analysis. The usefulness of the methodology is explored in two site-specific examples and one generic example

  15. Transportation life cycle assessment (LCA) synthesis : life cycle assessment learning module series.

    Science.gov (United States)

    2015-03-12

    The Life Cycle Assessment Learning Module Series is a set of narrated, self-advancing slideshows on : various topics related to environmental life cycle assessment (LCA). This research project produced the first 27 of such modules, which : are freely...

  16. Distance Learning Can Be as Effective as Traditional Learning for Medical Students in the Initial Assessment of Trauma Patients

    Directory of Open Access Journals (Sweden)

    Shervin Farahmand

    2016-10-01

    Full Text Available Distance learning is expanding and replacing the traditional academic medical settings. Managing trauma patients seems to be a prerequisite skill for medical students. This study has been done to evaluate the efficiency of distance learning on performing the initial assessment and management in trauma patients, compared with the traditional learning among senior medical students. One hundred and twenty senior medical students enrolled in this single-blind quasi-experimental study and were equally divided into the experimental (distance learning and control group (traditional learning. All participants did a written MCQ before the study. The control group attended a workshop with a 50-minute lecture on initial management of trauma patients and a case simulation scenario followed by a hands-on session. On the other hand, the experimental group was given a DVD with a similar 50-minute lecture and a case simulation scenario, and they also attended a hands-on session to practice the skills. Both groups were evaluated by a trauma station in an objective structured clinical examination (OSCE after a month. The performance in the experimental group was statistically better (P=0.001 in OSCE. Distance learning seems to be an appropriate adjunct to traditional learning.

  17. A Two-Stage Multi-Agent Based Assessment Approach to Enhance Students' Learning Motivation through Negotiated Skills Assessment

    Science.gov (United States)

    Chadli, Abdelhafid; Bendella, Fatima; Tranvouez, Erwan

    2015-01-01

    In this paper we present an Agent-based evaluation approach in a context of Multi-agent simulation learning systems. Our evaluation model is based on a two stage assessment approach: (1) a Distributed skill evaluation combining agents and fuzzy sets theory; and (2) a Negotiation based evaluation of students' performance during a training…

  18. Adaptation and learning: characteristic time scales of performance dynamics.

    Science.gov (United States)

    Newell, Karl M; Mayer-Kress, Gottfried; Hong, S Lee; Liu, Yeou-Teh

    2009-12-01

    A multiple time scales landscape model is presented that reveals structures of performance dynamics that were not resolved in the traditional power law analysis of motor learning. It shows the co-existence of separate processes during and between practice sessions that evolve in two independent dimensions characterized by time scales that differ by about an order of magnitude. Performance along the slow persistent dimension of learning improves often as much and sometimes more during rest (memory consolidation and/or insight generation processes) than during a practice session itself. In contrast, the process characterized by the fast, transient dimension of adaptation reverses direction between practice sessions, thereby significantly degrading performance at the beginning of the next practice session (warm-up decrement). The theoretical model fits qualitatively and quantitatively the data from Snoddy's [Snoddy, G. S. (1926). Learning and stability. Journal of Applied Psychology, 10, 1-36] classic learning study of mirror tracing and other averaged and individual data sets, and provides a new account of the processes of change in adaptation and learning. 2009 Elsevier B.V. All rights reserved.

  19. Evaluation Criterion for Quality Assessment of E-Learning Content

    Science.gov (United States)

    Al-Alwani, Abdulkareem

    2014-01-01

    Research trends related to e-learning systems are oriented towards increasing the efficiency and capacity of the systems, thus they reflect a large variance in performance when considering content conformity and quality standards. The Framework related to standardisation of digital content for e-learning systems is likely to play a significant…

  20. Utilising learning environment assessments to improve teaching ...

    African Journals Online (AJOL)

    We examined the viability of using feedback from a learning environment instrument to guide improvements in the teaching practices of in-service teachers undertaking a distance-education programme. The 31 teachers involved administered a primary school version of the What Is Happening In this Class?

  1. Electronic learning readiness assessment of Nigerian Undergraduates

    African Journals Online (AJOL)

    learning. Two hypotheses were evolved to give direction to this study. The study was a pilot study and the University of Lagos was purposively selected. It was targeted at undergraduate students of the University of Lagos. A simple random ...

  2. Ensuring Educational Quality Means Assessing Learning

    Science.gov (United States)

    Kazin, Cathrael; Payne, David G.

    2009-01-01

    As many experienced board members know, given the national debate in recent years over institutional accountability, learning--the heart of the educational enterprise--is often treated as a by-product of other more measurable processes. The fact is, no matter how excellent the curricula, no matter how stellar the faculty, no matter how talented…

  3. A Randomized Crossover Design to Assess Learning Impact and Student Preference for Active and Passive Online Learning Modules.

    Science.gov (United States)

    Prunuske, Amy J; Henn, Lisa; Brearley, Ann M; Prunuske, Jacob

    Medical education increasingly involves online learning experiences to facilitate the standardization of curriculum across time and space. In class, delivering material by lecture is less effective at promoting student learning than engaging students in active learning experience and it is unclear whether this difference also exists online. We sought to evaluate medical student preferences for online lecture or online active learning formats and the impact of format on short- and long-term learning gains. Students participated online in either lecture or constructivist learning activities in a first year neurologic sciences course at a US medical school. In 2012, students selected which format to complete and in 2013, students were randomly assigned in a crossover fashion to the modules. In the first iteration, students strongly preferred the lecture modules and valued being told "what they need to know" rather than figuring it out independently. In the crossover iteration, learning gains and knowledge retention were found to be equivalent regardless of format, and students uniformly demonstrated a strong preference for the lecture format, which also on average took less time to complete. When given a choice for online modules, students prefer passive lecture rather than completing constructivist activities, and in the time-limited environment of medical school, this choice results in similar performance on multiple-choice examinations with less time invested. Instructors need to look more carefully at whether assessments and learning strategies are helping students to obtain self-directed learning skills and to consider strategies to help students learn to value active learning in an online environment.

  4. The effects of neurologic assessment E-learning in nurses.

    Science.gov (United States)

    Shin, Ji Yeon; Issenberg, S Barry; Roh, Young Sook

    2017-10-01

    A firm understanding of the preliminary assessment of a patient with neurological disorders is needed for ensuring optimal patient outcomes. The purpose of this study is to evaluate the effects of using e-learning on neurologic assessment knowledge, ability, and self-confidence among nurses. This study used a non-equivalent control group pretest-posttest design. Nurses working in the neurology and neurosurgery wards, Republic of Korea PARTICIPANTS: A convenience sample of 50 nurses was assigned to either the experimental group (n=24) or the control group (n=26). The experimental group participated in the self-directed e-learning program related to neurologic assessment, and control group underwent self-directed learning with handout. Knowledge, ability, and self-confidence were measured at pretest and posttest. There were no significant differences in knowledge (U=270, p=0.399) and self-confidence (U=241.5, p=0.171) between the two groups. Nurses in the experimental group showed higher neurologic assessment ability compared with those in the control group (U=199, p=0.028). Self-directed neurologic assessment e-learning induced improvement in the neurologic assessment ability among nurses. Self-directed e-learning can be applied for improving competencies in neurologic assessment. Copyright © 2017 Elsevier Ltd. All rights reserved.

  5. USE OF FACEBOOK FOR LEARNING AND ASSESSMENT IN GEOGRAPHY

    Directory of Open Access Journals (Sweden)

    MARIA ELIZA DULAMĂ

    2016-01-01

    Full Text Available In this research was analysed 120 twelfth grade students’ behaviour, of “Iulian Pop” Economic High School in Cluj-Napoca, Romania, regarding the use of the Facebook social network for learning and assessment in Geography. Students were organised in five discussion groups on the social network Facebook. To achieve the research objectives, we analysed students' answers at a questionnaire and the contents of the dialogue between teacher and students and also between students. Students perceived positively the learning and assessment activities and they perceived their teacher as their equal. At the cognitive level, the activity was focused on clarifying certain aspects, revision, knowledge learning and assessment. The disadvantages of the learning activity in the Facebook discussion group were that the posted materials cannot be classified and can be found with difficulty.

  6. Scientific performance assessments through a gender lens

    DEFF Research Database (Denmark)

    Nielsen, Mathias Wullum

    2018-01-01

    The focus on excellence and quality assurance in the academy has spawned a signifi cant increase in the use of bibliometric measures in performance assessments of individual researchers. This article investigates the organizational consequences of this development through a gender lens. Based...... scholars, evaluators using bibliometrics risk disadvantaging candidates diverging from the norm with implications for gender stratifi cation. Despite these potential biases, bibliometric measures come to function as technologies supporting a managerial narrative of the gender-blind organization....... They adhere to the prevailing ethos of the academic meritocracy by standardizing the criteria for organizational advancement and ensuring transparency and accountability in the selection process. While bibliometric tools in this sense may lead to the recruitment of scientists with a strong CV and track record...

  7. Performing Probabilistic Risk Assessment Through RAVEN

    Energy Technology Data Exchange (ETDEWEB)

    A. Alfonsi; C. Rabiti; D. Mandelli; J. Cogliati; R. Kinoshita

    2013-06-01

    The Reactor Analysis and Virtual control ENviroment (RAVEN) code is a software tool that acts as the control logic driver and post-processing engine for the newly developed Thermal-Hydraulic code RELAP-7. RAVEN is now a multi-purpose Probabilistic Risk Assessment (PRA) software framework that allows dispatching different functionalities: Derive and actuate the control logic required to simulate the plant control system and operator actions (guided procedures), allowing on-line monitoring/controlling in the Phase Space Perform both Monte-Carlo sampling of random distributed events and Dynamic Event Tree based analysis Facilitate the input/output handling through a Graphical User Interface (GUI) and a post-processing data mining module

  8. Sticky Assessments--The Impact of Teachers' Grading Standard on Pupils' School Performance

    Science.gov (United States)

    Keller, Tamás

    2016-01-01

    This paper argues that school grades cannot be interpreted solely as a reward for a given school performance, since they also reflect teachers' assessments of pupils. A teacher's evaluation of a pupil's performance, as reflected in the grade awarded, might influence the effort that the pupil invests in learning. Grades might therefore serve as…

  9. University support, motivation to learn, emotional adjustment, and academic performance

    NARCIS (Netherlands)

    Shanti, T.I.; Janssens, J.M.A.M.; Setiadi, B.N.

    2016-01-01

    The main purpose of this study was to examine relationships between university support and academic performance, as mediated by motivation to learn and emotional adjustment among freshmen of X University. Data were collected from 327 X University's freshmen at the end of their first year. Results

  10. The Study of Relationship between Organizational Learning and Organizational Performance

    Directory of Open Access Journals (Sweden)

    Bisotoon Azizi

    2017-01-01

    Full Text Available The aim of this study was to investigate the relationship between organizational learning and organizational performance among companies operating in the insurance industry of Tehran in Iran. The present study is a descriptive one in terms of the purpose and the method of data collection. The statistical population of the study was all insurance companies in the city of Tehran and 120 insurance companies were selected due to the lack of detailed statistical reference to their number. For this purpose, people were asked some questions who it was authorized to represent the name. The questionnaire is a tool for collecting data. The Gomez questionnaire et al. (2005 was used to measure organizational learning which includes four factors: management commitment, system perspective, openness and experimentation, transfer and integration of knowledge. To measure the organizational performance, the Yang et al. questionnaire (2004 is used. To determine the validity of data collection, the questionnaire was presented to six professors of management at various universities. The validity of questionnaire through the coordination of jury was about %100. The reliability of the questionnaire was conducted on thirty subjects, Cronbach alpha coefficient was calculated 0.91 and 0.85 for organizational learning and organizational performance, respectively. For data analysis, Pearson correlation coefficient and multiple regressions were used. The results showed that there is a positive relationship between organizational learning and its four dimensions (management commitment, vision systems, open space, and experimentation, transfer and integration of knowledge and organizational performance of Tehran insurance companies.

  11. The effect of student learning strategies on performance and carrier ...

    African Journals Online (AJOL)

    This study explored the learning strategies of 500 undergraduate students in higher education in the Wa Campus of the University for Development Studies, Tamale, Ghana and the effect on their performance and carrier aspirations. Twenty lecturers and managers of three development organisations that receive students ...

  12. Parsifal a Game Opera : Experiential Learning in Gameful Performance Art

    NARCIS (Netherlands)

    Kortmann, L.J.; Luijten, A; Bottino, R.; Jeuring, Johan; Veltkamp, Remco

    2016-01-01

    Richard Wagner’s Parsifal was recently rewritten and performed as a‘game opera’.We used observations, questionnaires, and interviews to study howthe 700+ audience were facilitated to experientially learn about the show’s mainthemes: compassion and collaboration. This case study contributed to

  13. The Impact of Mobile Learning on ESP Learners' Performance

    Science.gov (United States)

    Alkhezzi, Fahad; Al-Dousari, Wadha

    2016-01-01

    This study explores the impact of using mobile phone applications, namely Telegram Messenger, on teaching and learning English in an ESP context. The main objective is to test whether using mobile phone applications have an impact on ESP learners' performance by mainly investigating the influence such teaching technique can have on learning…

  14. Mathematical Models of Elementary Mathematics Learning and Performance. Final Report.

    Science.gov (United States)

    Suppes, Patrick

    This project was concerned with the development of mathematical models of elementary mathematics learning and performance. Probabilistic finite automata and register machines with a finite number of registers were developed as models and extensively tested with data arising from the elementary-mathematics strand curriculum developed by the…

  15. Competitive Learning Neural Network Ensemble Weighted by Predicted Performance

    Science.gov (United States)

    Ye, Qiang

    2010-01-01

    Ensemble approaches have been shown to enhance classification by combining the outputs from a set of voting classifiers. Diversity in error patterns among base classifiers promotes ensemble performance. Multi-task learning is an important characteristic for Neural Network classifiers. Introducing a secondary output unit that receives different…

  16. The Relationship between Organizational Learning and SME Performance in Poland

    Science.gov (United States)

    Michna, Anna

    2009-01-01

    Purpose: The purpose of this paper is to identify and define dimensions of organizational learning and the way it affects small- or medium-size enterprise (SME) performance. Design/methodology/approach: The empirical research is carried out in Polish SMEs (the sample size is 211 enterprises). In order to test the constructed hypotheses we use…

  17. Statistics Anxiety, Trait Anxiety, Learning Behavior, and Academic Performance

    Science.gov (United States)

    Macher, Daniel; Paechter, Manuela; Papousek, Ilona; Ruggeri, Kai

    2012-01-01

    The present study investigated the relationship between statistics anxiety, individual characteristics (e.g., trait anxiety and learning strategies), and academic performance. Students enrolled in a statistics course in psychology (N = 147) filled in a questionnaire on statistics anxiety, trait anxiety, interest in statistics, mathematical…

  18. Performance in physiology evaluation: possible improvement by active learning strategies.

    Science.gov (United States)

    Montrezor, Luís H

    2016-12-01

    The evaluation process is complex and extremely important in the teaching/learning process. Evaluations are constantly employed in the classroom to assist students in the learning process and to help teachers improve the teaching process. The use of active methodologies encourages students to participate in the learning process, encourages interaction with their peers, and stimulates thinking about physiological mechanisms. This study examined the performance of medical students on physiology over four semesters with and without active engagement methodologies. Four activities were used: a puzzle, a board game, a debate, and a video. The results show that engaging in activities with active methodologies before a physiology cognitive monitoring test significantly improved student performance compared with not performing the activities. We integrate the use of these methodologies with classic lectures, and this integration appears to improve the teaching/learning process in the discipline of physiology and improves the integration of physiology with cardiology and neurology. In addition, students enjoy the activities and perform better on their evaluations when they use them. Copyright © 2016 The American Physiological Society.

  19. Performing Arts in Open and Distance Learning (ODL) Curriculum ...

    African Journals Online (AJOL)

    Two major arguments are presented in this paper. The first one is that the Performing Arts courses constitute programmes that aid the reduction of unemployment in many nations. The second argument is that, based on that premise, the Open and Distance Learning institutions could include it in their curricula to boost the ...

  20. Assessment of Prior Learning in Adult Vocational Education and Training

    Directory of Open Access Journals (Sweden)

    Vibe Aarkrog

    2015-04-01

    Full Text Available The article deals about the results of a study of school-based Assessment of Prior Learning of adults who have enrolled as students in a VET college in order to qualify for occupations as skilled workers. Based on examples of VET teachers’ methods for assessing the students’ prior learning in the programs for gastronomes, respectively child care assistants the article discusses two issues in relation to Assessment of Prior Learing: the encounter of practical experience and school-based knowledge and the validity and reliability of the assessment procedures. Through focusing on the students’ knowing that and knowing why the assessment is based on a scholastic perception of the students’ needs for training, reflecting one of the most important challenges in Assessment of Prior Learning: how can practical experience be transformed into credits for the knowledge parts of the programs? The study shows that by combining several Assessment of Prior Learning methods and comparing the teachers’ assessments the teachers respond to the issues of validity and reliability. However, validity and reliability might be even further strengthened, if the competencies are well defined, if the education system is aware of securing a reasonable balance between knowing how, knowing that, and knowing why, and if the teachers are adequately trained for the assessment procedures.

  1. E-learning teaches attendings "how to" objectively assess pediatric urology trainees' surgery skills for orchiopexy.

    Science.gov (United States)

    Fernandez, Nicolas; Maizels, Max; Farhat, Walid; Smith, Edwin; Liu, Dennis; Chua, Michael; Bhanji, Yasin

    2018-04-01

    Established methods to train pediatric urology surgery by residency training programs require updating in response to administrative changes such as new, reduced trainee duty hours. Therefore, new objective methods must be developed to teach trainees. We approached this need by creating e-learning to teach attendings objective assessment of trainee skills using the Zwisch scale, an established assessment tool. The aim of this study was to identify whether or not e-learning is an appropriate platform for effective teaching of this assessment tool, by assessing inter-rater correlation of assessments made by the attendings after participation in the e-learning. Pediatric orchiopexy was used as the index case. An e-learning tool was created to teach attending surgeons objective assessment of trainees' surgical skills. First, e-learning content was created which showed the assessment method videotape of resident surgery done in the operating room. Next, attendings were enrolled to e-learn this method. Finally, the ability of enrollees to assess resident surgery skill performance was tested. Namely, test video was made showing a trainee performing inguinal orchiopexy. All enrollees viewed the same online videos. Assessments of surgical skills (Zwisch scale) were entered into an online survey. Data were analyzed by intercorrelation coefficient kappa analysis (strong correlation was ICC ≥ 0.7). A total of 11 attendings were enrolled. All accessed the online learning and then made assessments of surgical skills trainees showed on videotapes. The e-learning comprised three modules: 1. "Core concepts," in which users learned the assessment tool methods; 2. "Learn to assess," in which users learned how to assess by watching video clips, explaining the assessment method; and 3. "Test," in which users tested their skill at making assessments by watching video clips and then actively inputting their ratings of surgical and global skills as viewed in the video clips (Figure

  2. Assessment of Learning in Digital Interactive Social Networks: A Learning Analytics Approach

    Science.gov (United States)

    Wilson, Mark; Gochyyev, Perman; Scalise, Kathleen

    2016-01-01

    This paper summarizes initial field-test results from data analytics used in the work of the Assessment and Teaching of 21st Century Skills (ATC21S) project, on the "ICT Literacy--Learning in digital networks" learning progression. This project, sponsored by Cisco, Intel and Microsoft, aims to help educators around the world enable…

  3. "Straitjacket" or "Springboard for Sustainable Learning"? The Implications of Formative Assessment Practices in Vocational Learning Cultures

    Science.gov (United States)

    Davies, Jenifer; Ecclestone, Kathryn

    2008-01-01

    In contrast to theoretical and empirical insights from research into formative assessment in compulsory schooling, understanding the relationship between formative assessment, motivation and learning in vocational education has been a topic neglected by researchers. The Improving Formative Assessment project (IFA) addresses this gap, using a…

  4. Probabilistic Radiological Performance Assessment Modeling and Uncertainty

    Science.gov (United States)

    Tauxe, J.

    2004-12-01

    A generic probabilistic radiological Performance Assessment (PA) model is presented. The model, built using the GoldSim systems simulation software platform, concerns contaminant transport and dose estimation in support of decision making with uncertainty. Both the U.S. Nuclear Regulatory Commission (NRC) and the U.S. Department of Energy (DOE) require assessments of potential future risk to human receptors of disposal of LLW. Commercially operated LLW disposal facilities are licensed by the NRC (or agreement states), and the DOE operates such facilities for disposal of DOE-generated LLW. The type of PA model presented is probabilistic in nature, and hence reflects the current state of knowledge about the site by using probability distributions to capture what is expected (central tendency or average) and the uncertainty (e.g., standard deviation) associated with input parameters, and propagating through the model to arrive at output distributions that reflect expected performance and the overall uncertainty in the system. Estimates of contaminant release rates, concentrations in environmental media, and resulting doses to human receptors well into the future are made by running the model in Monte Carlo fashion, with each realization representing a possible combination of input parameter values. Statistical summaries of the results can be compared to regulatory performance objectives, and decision makers are better informed of the inherently uncertain aspects of the model which supports their decision-making. While this information may make some regulators uncomfortable, they must realize that uncertainties which were hidden in a deterministic analysis are revealed in a probabilistic analysis, and the chance of making a correct decision is now known rather than hoped for. The model includes many typical features and processes that would be part of a PA, but is entirely fictitious. This does not represent any particular site and is meant to be a generic example. A

  5. Introduction and Assessment of a Blended-Learning Model to Teach Patient Assessment in a Doctor of Pharmacy Program.

    Science.gov (United States)

    Prescott, William Allan; Woodruff, Ashley; Prescott, Gina M; Albanese, Nicole; Bernhardi, Christian; Doloresco, Fred

    2016-12-25

    Objective. To integrate a blended-learning model into a two-course patient assessment sequence in a doctor of pharmacy (PharmD) program and to assess the academic performance and perceptions of enrolled students. Design. A blended-learning model consisting of a flipped classroom format was integrated into a patient assessment (PA) course sequence. Course grades of students in the blended-learning (intervention) and traditional-classroom (control) groups were compared. A survey was administered to assess student perceptions. Assessment. The mean numeric grades of students in the intervention group were higher than those of students in the traditional group (PA1 course: 92.2±3.1 vs 90.0±4.3; and PA2 course: 90.3±4.9 vs 85.8±4.2). Eighty-six percent of the students in the intervention group agreed that the instructional methodologies used in this course facilitated understanding of the material. Conclusion. The blended-learning model was associated with improved academic performance and was well-received by students.

  6. Assess Student Performance: Skills. Second Edition. Module D-4 of Category D--Instructional Evaluation. Professional Teacher Education Module Series.

    Science.gov (United States)

    Ohio State Univ., Columbus. National Center for Research in Vocational Education.

    This module, one of a series of 127 performance-based teacher education learning packages focusing upon specific professional competencies of vocational education teachers, deals with assessing student performance of psychomotor skills. Included in the module are learning experiences that address the following topics: important considerations…

  7. Using Self-Assessment to Support Individualized Learning

    Science.gov (United States)

    MacDonald, Betty

    2012-01-01

    Self-assessment is frequently used to enable students to "reflect" on a learning experience. Often only the person involved in the "reflection" knows the criteria used to underpin the process. Here the author explains how, when the self-assessment is given some structure some tangible benefits can be observed. While the approach might not be a…

  8. Assessing Creative Thinking in Design-Based Learning

    Science.gov (United States)

    Doppelt, Yaron

    2009-01-01

    Infusing creative thinking competence through the design process of authentic projects requires not only changing the teaching methods and learning environment, but also adopting new assessment methods, such as portfolio assessment. The participants in this study were 128 high school pupils who have studied MECHATRONICS from 10th to 12th grades…

  9. Fully Automated Deep Learning System for Bone Age Assessment.

    Science.gov (United States)

    Lee, Hyunkwang; Tajmir, Shahein; Lee, Jenny; Zissen, Maurice; Yeshiwas, Bethel Ayele; Alkasab, Tarik K; Choy, Garry; Do, Synho

    2017-08-01

    Skeletal maturity progresses through discrete phases, a fact that is used routinely in pediatrics where bone age assessments (BAAs) are compared to chronological age in the evaluation of endocrine and metabolic disorders. While central to many disease evaluations, little has changed to improve the tedious process since its introduction in 1950. In this study, we propose a fully automated deep learning pipeline to segment a region of interest, standardize and preprocess input radiographs, and perform BAA. Our models use an ImageNet pretrained, fine-tuned convolutional neural network (CNN) to achieve 57.32 and 61.40% accuracies for the female and male cohorts on our held-out test images. Female test radiographs were assigned a BAA within 1 year 90.39% and within 2 years 98.11% of the time. Male test radiographs were assigned 94.18% within 1 year and 99.00% within 2 years. Using the input occlusion method, attention maps were created which reveal what features the trained model uses to perform BAA. These correspond to what human experts look at when manually performing BAA. Finally, the fully automated BAA system was deployed in the clinical environment as a decision supporting system for more accurate and efficient BAAs at much faster interpretation time (<2 s) than the conventional method.

  10. E-Area Performance Assessment Interim Measures Assessment FY2005

    Energy Technology Data Exchange (ETDEWEB)

    Stallings, M

    2006-01-31

    After major changes to the limits for various disposal units of the E-Area Low Level Waste Facility (ELLWF) last year, no major changes have been made during FY2005. A Special Analysis was completed which removes the air pathway {sup 14}C limit from the Intermediate Level Vault (ILV). This analysis will allow the disposal of reactor moderator deionizers which previously had no pathway to disposal. Several studies have also been completed providing groundwater transport input for future special analyses. During the past year, since Slit Trenches No.1 and No.2 were nearing volumetric capacity, they were operationally closed under a preliminary closure analysis. This analysis was performed using as-disposed conditions and data and showed that concrete rubble from the demolition of 232-F was acceptable for disposal in the STs even though the latest special analysis for the STs had reduced the tritium limits so that the inventory in the rubble exceeded limits. A number of special studies are planned during the next years; perhaps the largest of these will be revision of the Performance Assessment (PA) for the ELLWF. The revision will be accomplished by incorporating special analyses performed since the last PA revision as well as revising analyses to include new data. Projected impacts on disposal limits of more recent studies have been estimated. No interim measures will be applied during this year. However, it is being recommended that tritium disposals to the Components-in-Grout (CIG) Trenches be suspended until a limited Special Analysis (SA) currently in progress is completed. This SA will give recommendations for optimum placement of tritiated D-Area tower waste. Further recommendations for tritiated waste placement in the CIG Trenches will be given in the upcoming PA revision.

  11. The Impact of Mobile Learning on ESP Learners' Performance

    Directory of Open Access Journals (Sweden)

    Fahad Alkhezzi

    2016-07-01

    Full Text Available This study explores the impact of using mobile phone applications, namely Telegram Messenger, on teaching and learning English in an ESP context. The main objective is to test whether using mobile phone applications have an impact on ESP learners’ performance by mainly investigating the influence such teaching technique can have on learning vocabulary, and how this can affect the learner's’ ability to use grammar correctly and whether their writing skill is improved. The results showed that using mobile phone applications to teach a foreign language skill or subskill is fruitful and does impact learners’ comprehension of vocabulary and grammatical rules. The results specifically indicate that mobile phones can be used in many different ways to teach and learn technical and semi-technical vocabulary easily outside the classroom, however, to teach grammatical rules and writing it is recommended that certain strategies be used due to certain limitations.

  12. Effectiveness of Student's Note-Taking Activities and Characteristics of Their Learning Performance in Two Types of Online Learning

    Science.gov (United States)

    Nakayama, Minoru; Mutsuura, Kouichi; Yamamoto, Hiroh

    2017-01-01

    Aspects of learning behavior during two types of university courses, a blended learning course and a fully online course, were examined using note-taking activity. The contribution of students' characteristics and styles of learning to note-taking activity and learning performance were analyzed, and the relationships between the two types of…

  13. Workplace-based assessment and students' approaches to learning: a qualitative inquiry.

    Science.gov (United States)

    Al-Kadri, Hanan M; Al-Kadi, Mohammed T; Van Der Vleuten, Cees P M

    2013-01-01

    We have performed this research to assess the effect of work-place based assessment (WBA) practice on medical students' learning approaches. The research was conducted at the King Saud bin Abdulaziz University for Health Sciences, College of Medicine from 1 March to 31 July 2012. We conducted a qualitative, phenomenological research utilizing semi-structured individual interviews with medical students exposed to WBA. The audio-taped interviews were transcribed verbatim, analyzed, and themes were identified. We preformed investigators' triangulation, member checking with clinical supervisors and we triangulated the data with a similar research performed prior to the implementation of WBA. WBA results in variable learning approaches. Based on several affecting factors; clinical supervisors, faculty-given feedback, and assessment function, students may swing between surface, deep and effort and achievement learning approaches. Students' and supervisors' orientations on the process of WBA, utilization of peer feedback and formative rather than summative assessment facilitate successful implementation of WBA and lead to students' deeper approaches to learning. Interestingly, students and their supervisors have contradicting perceptions to WBA. A change in culture to unify students' and supervisors' perceptions of WBA, more accommodation of formative assessment, and feedback may result in students' deeper approach to learning.

  14. The effects of student self-assessment on learning in removable prosthodontics laboratory.

    Science.gov (United States)

    Chambers, David W; LaBarre, Eugene E

    2014-05-01

    It has been consistently shown that there is a weak association between student self-assessment and faculty member assessment of student projects in preclinical technique laboratory settings and that students overestimate their performance. Greater overestimation is observed among students judged by faculty to be the weakest, and these students also use a wider range of scores. This study hypothesized that student self-assessment is a function of capacity to perform, accuracy of understanding grading standards, and psychological factors. Further it hypothesized that learning, defined as change in performance, is a function of ability and self-assessment. Dental students at one U.S. dental school self-assessed their performance on two projects in a removable prosthodontics laboratory course separated by a six-month period. Faculty evaluations of these projects were used to determine students' understanding of the criteria for the projects, and a standardized psychological test was used to assess the learning orientation of the students. A statistical correction was made for the artifact of regression toward the mean. The study found that self-assessment was a better predictor of future learning under these circumstances than was evaluation by faculty members.

  15. Assessing Grasp Stability Based on Learning and Haptic Data

    DEFF Research Database (Denmark)

    Bekiroglu, Yasemin; Laaksonen, Janne; Jørgensen, Jimmy Alison

    2011-01-01

    a probabilistic learning framework to assess grasp stability and demonstrate that knowledge about grasp stability can be inferred using information from tactile sensors. Experiments on both simulated and real data are shown. The results indicate that the idea to exploit the learning approach is applicable...... data and machine-learning methods, including AdaBoost, support vector machines (SVMs), and hidden Markov models (HMMs). In particular, we study the effect of different sensory streams to grasp stability. This includes object information such as shape; grasp information such as approach vector; tactile...

  16. Comparative Assessment of Health Workers Performance and The ...

    African Journals Online (AJOL)

    Comparative Assessment of Health Workers Performance and The Performance ... had very high significant effect on performance of health workers which was independent of ... Keywords: Health Worker Performance Factors Hospitals Nigeria ...

  17. Assessing Ecosystem Model Performance in Semiarid Systems

    Science.gov (United States)

    Thomas, A.; Dietze, M.; Scott, R. L.; Biederman, J. A.

    2017-12-01

    In ecosystem process modelling, comparing outputs to benchmark datasets observed in the field is an important way to validate models, allowing the modelling community to track model performance over time and compare models at specific sites. Multi-model comparison projects as well as models themselves have largely been focused on temperate forests and similar biomes. Semiarid regions, on the other hand, are underrepresented in land surface and ecosystem modelling efforts, and yet will be disproportionately impacted by disturbances such as climate change due to their sensitivity to changes in the water balance. Benchmarking models at semiarid sites is an important step in assessing and improving models' suitability for predicting the impact of disturbance on semiarid ecosystems. In this study, several ecosystem models were compared at a semiarid grassland in southwestern Arizona using PEcAn, or the Predictive Ecosystem Analyzer, an open-source eco-informatics toolbox ideal for creating the repeatable model workflows necessary for benchmarking. Models included SIPNET, DALEC, JULES, ED2, GDAY, LPJ-GUESS, MAESPA, CLM, CABLE, and FATES. Comparison between model output and benchmarks such as net ecosystem exchange (NEE) tended to produce high root mean square error and low correlation coefficients, reflecting poor simulation of seasonality and the tendency for models to create much higher carbon sources than observed. These results indicate that ecosystem models do not currently adequately represent semiarid ecosystem processes.

  18. Thermodynamics, data estimation and performance assessment

    International Nuclear Information System (INIS)

    Grenthe, I.

    2002-01-01

    Performance assessment provides a narrative of a system and its development. One may use a literary metaphor; the procedure is like writing a novel where the 'chapters' are the various sub-systems and where both the 'plot' and the 'grammar' are based on scientific and other information, some hard facts and other more or less reliable guesses. I will begin with some general remarks on models, which may provide a useful starting point for what follows. - Models never provide complete descriptions of real systems; they are used to highlight certain aspects of them and to answer 'what-if' questions; - Modelling is an iterative process that provides guidance as to what are important phenomena and what is less relevant for the description of the system and its function; - It is necessary to distinguish between model uncertainties and parameter uncertainties; - It is often better to estimate a quantity for which no data are available than to exclude the particular process where it is needed. Thermodynamics provide not only numerical values for different chemical processes, but more important a theory framework that can be used for the estimation of data. I will not discuss activity coefficient corrections of thermodynamic data, an important area that has already been addressed by Professor Fanghaenel. In the following overview I will be using examples of estimations of different kinds to illustrate what can be accomplished using thermodynamics in combination with chemical theories. (author)

  19. Discrepancies in assessing undergraduates’ pragmatics learning

    Directory of Open Access Journals (Sweden)

    Oscar Ndayizeye

    2017-12-01

    Full Text Available The purpose of this research was to reveal the level of implementation of authentic assessment in the pragmatics course at the English Education Department of a university. Discrepancy Evaluation Model (DEM was used. The instruments were questionnaire, documentation, and observation. The result of the research shows that respectively, the effectiveness of definition, installation, process, and production stages in logits are -0.06, -0.14, 0.45, and 0.02 on its aspect of the assessment methods’ effectiveness in uncovering students’ ability. Such values indicate that the level of implementation fell respectively into ‘very high’,’high’, ‘low’, and ‘very low’ categories.  The students’ success rate is in ‘very high’ category with the average score of 3.22. However, the overall implementation of the authentic assessment fell into a ‘low’ category with the average score of 0.06. Discrepancies leading to such a low implementation are the unavailability of the assessment scheme, that of scoring rubric, minimal (only 54.54% diversification of assessment methods, infrequency of the lecturer’s feedback on the students’ academic achievement, and the non-use of portfolio assessment.

  20. Formative assessment (assessment for learning educational achievements of students

    Directory of Open Access Journals (Sweden)

    Zemlyаnskaya E.N.

    2016-09-01

    Full Text Available We present definition of the concept of formative assessment and its significance for modern education. Displaying developmental approach in foreign studies, the further development, the risks and the possibility of their reduction. We discuss some of the techniques and examples of formative assessment. We investigate the relationship between formative and final evaluation, including the national curriculum levels.

  1. Formative assessment in an online learning environment to support flexible on-the-job learning in complex professional domains

    NARCIS (Netherlands)

    Tamara van Gog; Desirée Joosten-ten Brinke; F. J. Prins; Dominique Sluijsmans

    2010-01-01

    This article describes a blueprint for an online learning environment that is based on prominent instructional design and assessment theories for supporting learning in complex domains. The core of this environment consists of formative assessment tasks (i.e., assessment for learning) that center on

  2. Knowledge, Attitude and Faculty Members’ performance on e-Learning in Tehran University of Medical Sciences

    Directory of Open Access Journals (Sweden)

    Aeen Mohammadi

    2016-11-01

    Full Text Available Introduction : E-learning is used in the worldwide in higher education to improve the quality of the learning experience by students; at the same time using this approach requires behavioral changes in the faculty members. One of the steps in the implementation and monitoring of e-learning, is audience analysis using techniques such as knowledge, attitude and practices (KAP. This study investigates the knowledge, attitude and faculty members’ performance of Tehran University of Medical Sciences (TUMS on e-learning. Methods: This descriptive, cross-sectional study was conducted in 2014-15 through a research-made questionnaire. Face validity was determined by expert opinion, Cronbach’s alpha was measured to assess the reliability and its construct validity was investigated through exploratory factor analysis. . The questionnaire was e-mailed to all TUMS faculty members . 218 faculty members responded to the questionnaire. Results: The reliability score of the questionnaire was assessed using Cronbach alphs, and it was 0.79. Exploratory factor analysis of the attitude part of the questionnaire produced a single factor that explained 53% of the variance. The results showed the positive attitude of faculty members regarding e-learning, although their knowledge and practice scores was less than half of the total score. There wass not found any meaningful differences between knowledge, attitude and performance of the participants based on sex, rank and work experience. ANOVA test showed that the difference of scores among schools was statistically significant (  = 0.000;  = 0.003 and  = 0.000, respectively. Conclusion: The findings of this study showed the state of knowledge, attitude and faculty members’ performance of TUMS on e-learning. Over the past years, TUMS has established suitable e-learning infrastructure such as educational websites and virtual programs as well as training workshop for faculty members. The results of this study can

  3. The Impact of Organisational Learning on Organisational Performance

    Directory of Open Access Journals (Sweden)

    Anna Zgrzywa-Ziemak

    2015-12-01

    Full Text Available Purpose: The aim of this article is to analyse the theoretical views and results of empirical research concerning the relation between organisational learning (OL and organisational performance (OP. Methodology: The study was carried out through extensive literature research, including relevant literature review from databases such as ProQuest, Elsevier, Emerald and EBSCO (the phrases: “organisational learning”, “learning organisation” and “organisational performance” were searched in the keywords, titles or abstracts. Findings: From a theoretical point of view, the relation between OL and OP is neither obvious nor clear, but the analysis of the empirical studies allows one to assume that OL has an essential impact on OP. However, differences in the strength of the relation were shown and some contradictions related to the presence of the relation between OL and selected (mostly financial performance aspects identified. Furthermore, the article discusses the significant differences and inconsistencies in the methods of measuring OL, measuring OP, selecting contextual factors and adopted methods of data analysis. Implications: Inconsistencies and gaps found in the studies of the relationship between OL and OP made it possible to designate the direction for promising further research. Value: The article presents valuable insight through its in-depth, critical analysis of the organisational learning and organisational outcomes. First and foremost, this indicates that the formula of the previous empirical studies does not allow for the development of precise solutions pertaining to organisational learning management for the benefit of OP improvement.

  4. Blended Learning in Obstetrics and Gynecology Resident Education: Impact on Resident Clinical Performance.

    Science.gov (United States)

    Ghareeb, Allen; Han, Heeyoung; Delfino, Kristin; Taylor, Funminiyi

    2016-01-01

    Effects of residents' blended learning on their clinical performance have rarely been reported. A blended learning pilot program was instituted at Southern Illinois University School of Medicine's Obstetrics and Gynecology program. One of the modules was chronic hypertension in pregnancy. We sought to evaluate if the resident blended learning was transferred to their clinical performance six months after the module. A review of patient charts demonstrated inadequate documentation of history, evaluation, and counseling of patients with chronic hypertension at the first prenatal visit by Obstetrics and Gynecology (OB/GYN) residents. A blended learning module on chronic hypertension in pregnancy was then provided to the residents. A retrospective chart review was then performed to assess behavioral changes in the OB/GYN residents. This intervention was carried out at the Department of Obstetrics and Gynecology, Southern Illinois University. All 16 OB/GYN residents were enrolled in this module as part of their educational curriculum. A query of all prenatal patients diagnosed with chronic hypertension presenting to the OB/GYN resident clinics four months prior to the implementation of the blended learning module (March 2015-June 2015) and six months after (July 20, 2015-February 2016) was performed. Data were collected from outpatient charts utilizing the electronic medical record. Data were abstracted from resident documentation at the first prenatal visit. The residents thought that the blended learning module was applicable to performance improvement in the real-world setting. Patients evaluated before ( n = 10) and after ( n = 7) the intervention were compared. After the intervention, there was an increase in assessment of baseline liver enzymes, referral for electrocardiogram, and early assessment for diabetes in the obese patients. More patients were provided a blood pressure cuff after the module (71.4% vs. 20%). Data were provided to the residents in an

  5. Predictors of science success: The impact of motivation and learning strategies on college chemistry performance

    Science.gov (United States)

    Obrentz, Shari B.

    As the number of college students studying science continues to grow, it is important to identify variables that predict their success. The literature indicates that motivation and learning strategy use facilitate science success. Research findings show these variables can change throughout a semester and differ by performance level, gender and ethnicity. However, significant predictors of performance vary by research study and by group. The current study looks beyond the traditional predictors of grade point averages, SAT scores and completion of advanced placement (AP) chemistry to consider a comprehensive set of variables not previously investigated within the same study. Research questions address the predictive ability of motivation constructs and learning strategies for success in introductory college chemistry, how these variables change throughout a semester, and how they differ by performance level, gender and ethnicity. Participants were 413 introductory college chemistry students at a highly selective university in the southeast. Participants completed the Chemistry Motivation Questionnaire (CMQ) and Learning Strategies section of the Motivated Strategies for Learning Questionnaire (MSLQ) three times during the semester. Self-efficacy, effort regulation, assessment anxiety and previous achievement were significant predictors of chemistry course success. Levels of motivation changed with significant decreases in self-efficacy and increases in personal relevance and assessment anxiety. Learning strategy use changed with significant increases in elaboration, critical thinking, metacognitive self-regulation skills and peer learning, and significant decreases in time and study management and effort regulation. High course performers reported the highest levels of motivation and learning strategy use. Females reported lower intrinsic motivation, personal relevance, self-efficacy and critical thinking, and higher assessment anxiety, rehearsal and organization

  6. The relation between Assessment for Learning and elementary students' cognitive and metacognitive strategy use.

    Science.gov (United States)

    Baas, Diana; Castelijns, Jos; Vermeulen, Marjan; Martens, Rob; Segers, Mien

    2015-03-01

    Assessment for Learning (AfL) is believed to create a rich learning environment in which students develop their cognitive and metacognitive strategies. Monitoring student growth and providing scaffolds that shed light on the next step in the learning process are hypothesized to be essential elements of AfL that enhance cognitive and metacognitive strategies. However, empirical evidence for the relation between AfL and students' strategy use is scarce. This study investigates the relation between AfL and elementary school students' use of cognitive and metacognitive strategies. The sample comprised 528 grade four to six students (9- to 12-year-olds) from seven Dutch elementary schools. Students' perceptions of AfL and their cognitive and metacognitive strategy use were measured by means of questionnaires. Structural equation modelling was used to investigate the relations among the variables. The results reveal that monitoring activities that provide students an understanding of where they are in their learning process predict Students' task orientation and planning. Scaffolding activities that support students in taking the next step in their learning are positively related to the use of both surface and deep-level learning strategies and the extent to which they evaluate their learning process after performing tasks. The results underline the importance of assessment practices in ceding responsibility to students in taking control of their own learning. © 2014 The British Psychological Society.

  7. Characterizing College Science Assessments: The Three-Dimensional Learning Assessment Protocol.

    Science.gov (United States)

    Laverty, James T; Underwood, Sonia M; Matz, Rebecca L; Posey, Lynmarie A; Carmel, Justin H; Caballero, Marcos D; Fata-Hartley, Cori L; Ebert-May, Diane; Jardeleza, Sarah E; Cooper, Melanie M

    2016-01-01

    Many calls to improve science education in college and university settings have focused on improving instructor pedagogy. Meanwhile, science education at the K-12 level is undergoing significant changes as a result of the emphasis on scientific and engineering practices, crosscutting concepts, and disciplinary core ideas. This framework of "three-dimensional learning" is based on the literature about how people learn science and how we can help students put their knowledge to use. Recently, similar changes are underway in higher education by incorporating three-dimensional learning into college science courses. As these transformations move forward, it will become important to assess three-dimensional learning both to align assessments with the learning environment, and to assess the extent of the transformations. In this paper we introduce the Three-Dimensional Learning Assessment Protocol (3D-LAP), which is designed to characterize and support the development of assessment tasks in biology, chemistry, and physics that align with transformation efforts. We describe the development process used by our interdisciplinary team, discuss the validity and reliability of the protocol, and provide evidence that the protocol can distinguish between assessments that have the potential to elicit evidence of three-dimensional learning and those that do not.

  8. An intelligent service-based layered architecture for e learning and assessment

    International Nuclear Information System (INIS)

    Javaid, Q.; Arif, F.

    2017-01-01

    The rapid advancement in ICT (Information and Communication Technology) is causing a paradigm shift in eLearning domain. Traditional eLearning systems suffer from certain shortcomings like tight coupling of system components, lack of personalization, flexibility, and scalability and performance issues. This study aims at addressing these challenges through an MAS (Multi Agent System) based multi-layer architecture supported by web services. The foremost objective of this study is to enhance learning process efficiency by provision of flexibility features for learning and assessment processes. Proposed architecture consists of two sub-system namely eLearning and eAssesssment. This architecture comprises of five distinct layers for each sub-system, with active agents responsible for miscellaneous tasks including content handling, updating, resource optimization, load handling and provision of customized environments for learners and instructors. Our proposed architecture aims at establishment of a facilitation level to learners as well as instructors for convenient acquisition and dissemination of knowledge. Personalization features like customized environments, personalized content retrieval and recommendations, adaptive assessment and reduced response time, are believed to significantly enhance learning and tutoring experience. In essence characteristics like intelligence, personalization, interactivity, usability, laidback accessibility and security, signify aptness of proposed architecture for improving conventional learning and assessment processes. Finally we have evaluated our proposed architecture by means of analytical comparison and survey considering certain quality attributes. (author)

  9. Repetition Suppression in the Left Inferior Frontal Gyrus Predicts Tone Learning Performance.

    Science.gov (United States)

    Asaridou, Salomi S; Takashima, Atsuko; Dediu, Dan; Hagoort, Peter; McQueen, James M

    2016-06-01

    Do individuals differ in how efficiently they process non-native sounds? To what extent do these differences relate to individual variability in sound-learning aptitude? We addressed these questions by assessing the sound-learning abilities of Dutch native speakers as they were trained on non-native tone contrasts. We used fMRI repetition suppression to the non-native tones to measure participants' neuronal processing efficiency before and after training. Although all participants improved in tone identification with training, there was large individual variability in learning performance. A repetition suppression effect to tone was found in the bilateral inferior frontal gyri (IFGs) before training. No whole-brain effect was found after training; a region-of-interest analysis, however, showed that, after training, repetition suppression to tone in the left IFG correlated positively with learning. That is, individuals who were better in learning the non-native tones showed larger repetition suppression in this area. Crucially, this was true even before training. These findings add to existing evidence that the left IFG plays an important role in sound learning and indicate that individual differences in learning aptitude stem from differences in the neuronal efficiency with which non-native sounds are processed. © The Author 2015. Published by Oxford University Press. All rights reserved. For Permissions, please e-mail: journals.permissions@oup.com.

  10. Integrated reactive self-assessment for programmatic learning

    International Nuclear Information System (INIS)

    Corcoran, W.R.

    1996-01-01

    This paper presents a generalized method for using reactive self-assessment. The application is to programmatic learning involving the integration of reactive self-assessment results over a period of time. This paper also presents some of the results of one application of the process. Self-assessment, in general, is the assessment conducted or sponsored by an individual or organization of its own activities for the purpose of detecting improvement opportunities, either of the corrective or the enhancement types. Reactive self-assessment is a self-assessment activity conducted in reaction to a shortfall event. An integrative reactive self-assessment is a self-assessment that integrates a set of reactive self-assessment results. Programmatic learning is increasing the knowledge base in a program area. Self-assessment, in general, and reactive self-assessment, in particular, are required by federal quality requirements. One such program area is nuclear power plant testing, which is also required by federal quality requirements. Any program area could have been selected, but this one was selected because it was involved in the Chernobyl accident, the most consequential nuclear power accident up until the time of this writing. Other consequential accidents involving nuclear power plant testing were the Browns Ferry fire and the Salem overspeed event. (The author, of course, does not conduct nuclear power plant testing but is doing a self-assessment as if he were acting for an organization that did testing.)

  11. Implicit motor sequence learning and working memory performance changes across the adult life span

    Directory of Open Access Journals (Sweden)

    Sarah Nadine Meissner

    2016-04-01

    Full Text Available Although implicit motor sequence learning is rather well understood in young adults, effects of aging on this kind of learning are controversial. There is first evidence that working memory (WM might play a role in implicit motor sequence learning in young adults as well as in adults above the age of 65. However the knowledge about the development of these processes across the adult life span is rather limited. As the average age of our population continues to rise, a better understanding of age-related changes in motor sequence learning and potentially mediating cognitive processes takes on increasing significance. Therefore, we investigated aging effects on implicit motor sequence learning and WM. Sixty adults (18-71 years completed verbal and visuospatial n-back tasks and were trained on a serial reaction time task. Randomly varying trials served as control condition. To further assess consolidation indicated by off-line improvement and reduced susceptibility to interference, reaction times (RTs were determined 1 h after initial learning. Young and older but not middle-aged adults showed motor sequence learning. Nine out of 20 older adults (compared to one young/one middle-aged exhibited some evidence of sequence awareness. After 1 h, young and middle-aged adults showed off-line improvement. However, RT facilitation was not specific to sequence trials. Importantly, susceptibility to interference was reduced in young and older adults indicating the occurrence of consolidation. Although WM performance declined in older participants when load was high, it was not significantly related to sequence learning. The data reveal a decline in motor sequence learning in middle-aged but not in older adults. The use of explicit learning strategies in older adults might account for the latter result.

  12. Initial Assessments of E-learning modules in cytotechnology education

    Directory of Open Access Journals (Sweden)

    Maheswari S Mukherjee

    2018-01-01

    Full Text Available Background: Nine E-learning modules (ELMs were developed in our program using Articulate software. This study assessed our cytotechnology (CT students' perceptions on the content of the ELMs, and the perceived influence of the ELMs on students' performance during clinical rotations. Subjects and Methods: All CT students watched nine ELMs before the related classroom lecture and group discussion. Following that, students completed nine preclinical rotation surveys. After their clinical rotations, students completed nine postclinical rotation surveys. Results: Statements on the content of the ELMs regarding the quality of the video and audio, duration, navigation, and the materials presented, received positive responses from the majority of the students. While there were a few disagreements and neutral responses, most of the students responded positively saying that the ELMs better prepared them for their role, as well as helped them to better perform their roles during the clinical rotation. The majority of the students recommended developing more EMLs for cytology courses in the future Conclusions: This study has given hope that the ELMs have potential to enhance our online curriculum and benefit students, within the United States and internationally, who have no easy access to cytology clinical laboratories for hands-on training.

  13. Initial Assessments of E-Learning Modules in Cytotechnology Education.

    Science.gov (United States)

    Mukherjee, Maheswari S; Donnelly, Amber D

    2018-01-01

    Nine E-learning modules (ELMs) were developed in our program using Articulate software. This study assessed our cytotechnology (CT) students' perceptions on the content of the ELMs, and the perceived influence of the ELMs on students' performance during clinical rotations. All CT students watched nine ELMs before the related classroom lecture and group discussion. Following that, students completed nine preclinical rotation surveys. After their clinical rotations, students completed nine postclinical rotation surveys. Statements on the content of the ELMs regarding the quality of the video and audio, duration, navigation, and the materials presented, received positive responses from the majority of the students. While there were a few disagreements and neutral responses, most of the students responded positively saying that the ELMs better prepared them for their role, as well as helped them to better perform their roles during the clinical rotation. The majority of the students recommended developing more EMLs for cytology courses in the future. This study has given hope that the ELMs have potential to enhance our online curriculum and benefit students, within the United States and internationally, who have no easy access to cytology clinical laboratories for hands-on training.

  14. Policy and Validity Prospects for Performance-Based Assessment.

    Science.gov (United States)

    Baker, Eva L.; And Others

    1994-01-01

    This article describes performance-based assessment as expounded by its proponents, comments on these conceptions, reviews evidence regarding the technical quality of performance-based assessment, and considers its validity under various policy options. (JDD)

  15. Two New Empirically Derived Reasons To Use the Assessment of Basic Learning Abilities.

    Science.gov (United States)

    Richards, David F.; Williams, W. Larry; Follette, William C.

    2002-01-01

    Scores on the Assessment of Basic Learning Abilities (ABLA), Vineland Adaptive Behavior Scales, and the Wechsler Intelligences Scale-Revised (WAIS-R) were obtained for 30 adults with mental retardation. Correlations between the Vineland domains and ABLA were all significant. No participants performing below ABLA Level 6 were testable on the…

  16. Self-Assessment in the REAP Tutor: Knowledge, Interest, Motivation, & Learning

    Science.gov (United States)

    Dela Rosa, Kevin; Eskenazi, Maxine

    2013-01-01

    Self-assessment questionnaires have long been used in tutoring systems to help researchers measure and evaluate various aspects of a student's performance during learning activities. In this paper, we chronicle the efforts made in the REAP project, a language tutor developed to teach vocabulary to ESL students through reading activities, to…

  17. Mathematics Assessment Accommodations: Implications of Differential Boost for Students with Learning Disabilities

    Science.gov (United States)

    Lindstrom, Jennifer H.

    2010-01-01

    The inclusion of students with learning disabilities (LD) in assessment is deemed critical to improve the quality of educational opportunities for these students and to provide meaningful and useful information about student performance. Mandated inclusion and accountability for progress raise many interesting questions regarding how to fairly,…

  18. A Multidirectional Model for Assessing Learning Disabled Students' Intelligence: An Information-Processing Framework.

    Science.gov (United States)

    Swanson, H. Lee

    1982-01-01

    An information processing approach to the assessment of learning disabled students' intellectual performance is presented. The model is based on the assumption that intelligent behavior is comprised of a variety of problem- solving strategies. An account of child problem solving is explained and illustrated with a "thinking aloud" protocol.…

  19. Recent machine learning advancements in sensor-based mobility analysis: Deep learning for Parkinson's disease assessment.

    Science.gov (United States)

    Eskofier, Bjoern M; Lee, Sunghoon I; Daneault, Jean-Francois; Golabchi, Fatemeh N; Ferreira-Carvalho, Gabriela; Vergara-Diaz, Gloria; Sapienza, Stefano; Costante, Gianluca; Klucken, Jochen; Kautz, Thomas; Bonato, Paolo

    2016-08-01

    The development of wearable sensors has opened the door for long-term assessment of movement disorders. However, there is still a need for developing methods suitable to monitor motor symptoms in and outside the clinic. The purpose of this paper was to investigate deep learning as a method for this monitoring. Deep learning recently broke records in speech and image classification, but it has not been fully investigated as a potential approach to analyze wearable sensor data. We collected data from ten patients with idiopathic Parkinson's disease using inertial measurement units. Several motor tasks were expert-labeled and used for classification. We specifically focused on the detection of bradykinesia. For this, we compared standard machine learning pipelines with deep learning based on convolutional neural networks. Our results showed that deep learning outperformed other state-of-the-art machine learning algorithms by at least 4.6 % in terms of classification rate. We contribute a discussion of the advantages and disadvantages of deep learning for sensor-based movement assessment and conclude that deep learning is a promising method for this field.

  20. Assessment of Continuing Interprofessional Education: Lessons Learned

    Science.gov (United States)

    Simmons, Brian; Wagner, Susan

    2009-01-01

    Although interprofessional education (IPE) and continuing interprofessional education (CIPE) are becoming established activities within the education of health professions, assessment of learners continues to be limited. Arguably, this in part is due to a lack of IPE and CIPE within in the clinical workplace. The accountability of…