Enhancing fuzzy inference system based criterion-referenced assessment with an application

An important and difficult issue in designing a Fuzzy Inference System (FIS) is the specification of fuzzy sets, and fuzzy rules. The aim of this paper is to demonstrate how an additional qualitative information, i.e., monotonicity property, can be exploited and extended to be part of an FIS designing procedure (i.e., fuzzy sets and fuzzy rules design). In this paper, the FIS is employed as an alternative to the use of addition in aggregating the scores from test items/tasks in a Criterion-Referenced Assessment (CRA) model. In order to preserve the monotonicity property, the sufficient conditions of the FIS is proposed. Our proposed FIS based CRA procedure can be viewed as an enhancement for the FIS based CRA procedure, where monotonicity property is preserved. We demonstrate the applicability of the proposed approach with a case study related to a laboratory project assessment task at a university, and the results indicate the usefulness of the proposed approach in the CRA domain.

Results from New Zealand's 2014 report card on physical activity for children and youth

BACKGROUND: This brief report provides grades for the 2014 New Zealand Report Card on Physical Activity for Children and Youth. The Report Card presents a review of current evidence across 9 key indicators, including physical activity (PA), organized sport and free play, sedentary behavior, and community and government initiatives across New Zealand. METHODS: Nationally representative survey data were collated by researchers at the University of Auckland, New Zealand, between June and December 2013. The grade for each indicator is based on the percentage of children and youth meeting a defined benchmark: A is 81%-100%; B is 61%-80%; C is 41%-60%, D is 21%-40%; F is 0%-20%; INC is incomplete data. RESULTS: Overall PA received a score of B, as did Organized Sport Participation and Active Play. PA participation in School Environment scored slightly less with a score of B-. Sedentary Behaviors, Family and Peers, and Community and Built Environment scored a grade of C. Active transportation received a score of C-. An inconclusive grade was given for the Government indicator due to a lack of established international criteria for assessment. CONCLUSIONS: PA participation in New Zealand is satisfactory, but could improve. However, sedentary behavior is high. Of particular concern is the age-related decline in PA participation, particularly among adolescent females, and the increase in sedentary behavior.

Producing a GIS based multiple criteria analysis tool for regional sustainability assessment: the problem of weighting

Decision support tools will be useful in guiding regions to sustainability. These need to be simple but effective at identifying, for regional managers, areas most in need of initiatives to progress sustainability. Multiple criteria analysis (MCA) is often used as a decision support tool for a wide range of applications. This method allows many criteria to be considered at one time. It does this by giving a ranking of possible options based on how closely each option meets the criteria. Thus, it is suited to the assessment of regional sustainability as it can consider a number of indicators simultaneously and demonstrates how sustainability can vary at small scales across the region. Coupling MCA with GIS to produce maps, allows this analysis to become visual giving the manager a picture of sustainability across the region. To do this each indicator is standardised to a common scale so that it can be compared to other indicators. A weighting is then applied to each indicator to calculate weighted summation for each area in the region. This paper argues that this is the critical step in developing a useful decision support tool. A study being conducted in south west Victoria demonstrates that the weights chosen can have a dramatic impact on the results of the sustainability assessment. It is therefore imperative that careful consideration be given to determining indicator weights in a way that is objective and fully considers the impact of that indicator on regional sustainability.

Lymphedema after complete axillary node dissection for melanoma: assessment using a new, objective definition

Objectives: The objectives of this study were to define appropriate criteria for assessing the presence of lymphedema, and to report the prevalence and risk factors for development of upper limb lymphedema after level I-III axillary dissection for melanoma.
Summary Background Data: The lack of a consistent and reliable objective definition for lymphedema remains a significant barrier to appreciating its prevalence after axillary dissection for melanoma (or breast carcinoma).
Methods: Lymphedema was assessed in 107 patients (82 male, 25 female) who had previously undergone complete level I-III axillary dissection. Of the 107 patients, 17 had also received postoperative axillary radiotherapy. Arm volume was measured using a water displacement technique. Change in volume of the arm on the side of the dissection was referenced to the volume of the other (control) arm. Volume measurements were corrected for the effect of handedness using corrections derived from a control group. Classification and regression tree (CART) analysis was used to determine a threshold fractional arm volume increase above which volume changes were considered to indicate lymphedema.
Results: Based on the CART analysis results, lymphedema was defined as an increase in arm volume greater than 16% of the volume of the control arm. Using this definition, lymphedema prevalence for patients in the present study was 10% after complete level I-III axillary dissection for melanoma and 53% after additional axillary radiotherapy. Radiotherapy and wound complications were independent risk factors for the development of lymphedema.
Conclusions: A suggested objective definition for arm lymphedema after axillary dissection is an arm volume increase of greater than 16% of the volume of the control arm.

Risk assessment with female sex offenders : can women meet the criteria of community protection laws?

Although females represent a small proportion of the sex offender population, they occasionally appear before the courts under the current generation of laws intended to protect the public from high-risk sex offenders. In this context, practitioners are called upon to provide assessment of the risk these women pose for sexual re-offending. The primary issues addressed in this paper are related to the validity of conducting such risk assessments and providing professional opinions as to the risk of further sexual offences that may be committed by female offenders. The approach taken is to summarize briefly the available professional literature regarding female sex offenders, and then to present the findings of the relatively few empirical studies that address sexual recidivism in females. The final section examines the positions taken in the published works of various international experts regarding risk assessment with females, followed by conclusions and recommendations in light of the standards typically prescribed by community protection laws.

Developing robust assessment criteria for postgraduate research oriented papers

Assessment criteria designed to fully evaluate prescribed learning outcomes is a significant aid to both student and staff alike. For the student, it allows them to fully understand the requirements for a specific grade and for staff, it simplifies marking (grading) and minimises the likelihood of student appeals against assessment. Whilst criterion referencing is common place in the more traditional analytical type taught papers common in the Engineering degree curriculum it is perhaps less commonly utilised for research based papers. Presented here is a case study where both learning outcomes and achievement criteria have been proposed for a postgraduate research methodology paper which prepares students for their thesis. It has significant cross over to a descriptor for the thesis paper itself and is considered a template which could be equally applied to other subject domains where research methodology is taught.

Towards a framework for aligning learning outcomes, academic literacies and assessment criteria

Although Australian students spend three or more years studying they can seem quite unaware of any of the expected learning outcomes of their course. They are often single unit focused, paying most attention to individual assessment items thus not developing a holistic view of their course. This paper presents a theoretical framework to support staff and students to recognise, scaffold and achieve learning outcomes and academic skills at unit level and to recognise how these contribute to course and graduate learning outcomes, within the boundaries of Australian university and professional accreditation requirements. A case study is described that demonstrates the manual implementation of the framework. The complex nature of the implementation suggests that a software solution is required to ease the process and ensure the resulting mapping will have some longevity by being maintainable.

Estimating population size of the black-eared miner, with an assessment of landscape-scale habitat requirements

The decline of the Black-eared Miner Manorina melanotis has been caused primarily by habitat degradation and vegetation clearance. To better direct conservation actions for this species there was a need to assess habitat requirements on a regional-scale and to estimate the population size using quantitative methods. We used vegetation mapping and the current distribution of the Black-eared Miner to determine regional-scale habitat requirements. These findings were combined with the results of distance sampling to provide population estimates. The species is restricted to large tracts of intact mallee in the Murray Mallee of southeastern Australia that have not been burnt for at least 45 years. The density· of Black-eared Miners is highest in areas that are dominated by mallee- Triodia associations and have not been intensively grazed. The Bookmark Biosphere Reserve supports an estimated 501 (270-927, 95% CI) colonies, containing 3758 (2026-6954) phenotypically pure Black-eared Miners, 2255 (1 215-4170) hybrids and small numbers of Yellow-throated Miners Manorina flavigula. However, the effective population size is considerably smaller (390 Black-eared Miners '(21 0-726) and 234 hybrids (126-433)), due to a skewed adult sex ratio (1 female: 1.81 males) and complex social organization. A smaller population also persists in the Murray Sunset National Park containing 53 (32-85) Black-eared Miner/hybrid colonies. Both populations face a high risk of extinction from large-scale wildfire. The endangered status of the species under IUCN criteria remains warranted.

Program assessment and reporting: linking people, processes and data

As part of a larger Simplification Project for program quality assurance processes conducted at RMIT University, this paper chronicles the refinement of one aspect: program assessment and reporting. This involved the realignment of criteria used in program quality assurance with those developed in higher-level strategic and business planning processes. In addition, the project attempted to address the lack of alignment between annual program processes and subsequent decisions made about the future of programs, particularly in profile planning processes.
A revised Program Annual Report process was developed that aimed to achieve simplicity and alignment while re-engaging program leaders and heads of schools with the quality agenda. A concerted effort was made to develop a process that improved on previously poor vertical communication inherent in program quality assurance. This paper explores the ways in which this was achieved by a) linking people to data through the use of agreed and contextualised performance indicators, and b) linking people to process through more meaningful input into planning and opportunity for dialogue.

Teamwork and assessment: a critique

Australian universities commonly cite "teamwork" as a graduate attribute and an integral part of their set of flexible and transferable skills suitable for different types of employment. This paper raises concerns as to whether teamwork as experienced in the university education system can claim to achieve the imparting of team skills. Pedagogically, learning through team work may be a useful educational tool however when the concept of 'teamwork' is explored a number of inconsistencies arise in the tertiary environment. The outcomes derived from team work do not generally satisfy the criteria for effective and efficient teamwork. However, it is suggested that to utilise teamwork as a learning tool for a graduate attribute the assessment criteria should take into consideration how the team worked together--the team dynamics.

Assessment in experiential learning : the case of a public policy internship

Assessment is a significant issue for learning in the workplace. In some professions there are key indicators of success shared by workplace and academic supervisors alike. Beyond specific professions, however, assessment becomes more diffuse in workplaces that do not have explicit criteria established to judge performance of students in experiential learning. Assessing learning in these workplaces may be associated with methods that rely more upon student self appraisal and workplace supervisor reports. This article reports on the approach used for assessment in a public policy internship program in one Australian university - Deakin University in Victoria. The article argues that assessment, rather than being an add-on or a test of pre-ordained information, is central to the process of learning itself. This means that before students embark upon a policy internship they need to build their critical thinking abilities; i.e. a process of purposeful, self- regulatory judgment. Secondly they need to discuss how to negotiate their tasks in different workplaces and how to produce the criteria to be used in their evaluation.

Delivery and assessment strategies to improve on- and off-campus student performance in structural mechanics

This paper considers the delivery and assessment strategies used in two structural mechanics units at Deakin University, a leader in distance education in Australia. The two units have had unacceptably high rates of student failure. Student perceptions of the delivery method were analysed and an investigation was carried out of the performance of 329 (173 on- and 156 off-campus) students enrolled in the two units. An analysis of the assignment, laboratory and examination marks is presented. Consideration is also given to the total marks. The results show that on-campus students performed better in structural mechanics than their off-campus counterparts. Plots of the distributions of student performance for the three assessment methods are provided (for each unit) and high failure rates are linked to low examination marks. Students tended to perform best in assignments and worst in examinations. Parametric statistical tests show a correlation between the marks obtained in continuous assessment and in examinations, and it is therefore proposed that, in order to improve performance, the students must be encouraged to participate fully in all aspects of the course. Many students were unenthusiastic about laboratory practical sessions and did not think they aided their understanding of the theoretical material. Motivation to participate is often dependent on the perceived relevance of a given task and its contribution to the total mark and, thus, to help motivate students to participate fully in the continuous assessment tasks, the authors propose several changes to the delivery methods, as well as to assessment criteria and marking schemes.

How architects incorporate ESD criteria into the design process

This paper will seek to answer; "How do architects in Victoria incorporate Ecologically Sustainable Development (ESD) criteria into the design process?" For the purpose of this paper, "Ecologically Sustainable Development" is defined in line with the judging criteria used by the Royal Australian Institute of Architects for the 'Sustainable Architecture Award'. The RAIA states that (Maddison, 2003 p.7), "the goal of sustainable architecture is to achieve development that improves the total quality of life, in a way that maintains the processes on which life depends. The project assessment covers ecologically sustainable development and energy efficient design:' By researching exemplary building projects that have been awarded a Victorian Sustainable Architecture Award, this paper will enlighten a design methodology for the pursuit of excellence in ecologically sustainable development. Key elements in the design process will be determined by comparing and analysing the processes of different architectural practices. This will be achieved through the study of published literature on the award winning designs, qualitative analysis of interviews with the architects who designed the selected projects and quantitative analysis of questionnaires completed by the architects.