Can computer-based testing achieve quality and efficiency in assessment?

This paper reports findings of a two year study concerning the development and implementation of a general-purpose computer-based assessment (CBA) system at a UK University. Data gathering took place over a period of nineteen months, involving a number of formative and summative assessments. Approximately 1,000 students, drawn from undergraduate courses, were involved in the exercise. The techniques used in gathering data included questionnaires, observation, interviews and an analysis of student scores in both conventional examinations and computer-based assessments. Comparisons with conventional assessment methods suggest that the use of CBA techniques may improve the overall performance of students. However it is clear that the technique must not be seen as a "quick fix" for problems such as rising student numbers. If one accepts that current systems test only a relatively narrow range of skills, then the hasty implementation of CBA systems will result in a distorted and inaccurate view of student performance. In turn, this may serve to reduce the overall quality of courses and - ultimately - detract from the student learning experience. On the other hand, if one adopts a considered and methodical approach to computer-based assessment, positive benefits might include increased efficiency and quality, leading to improved student learning.

Credibility theory-based available transfer capability assessment

Since the development of large scale power grid interconnections and power markets, research on available transfer capability (ATC) has attracted great attention. The challenges for accurate assessment of ATC originate from the numerous uncertainties in electricity generation, transmission, distribution and utilization sectors. Power system uncertainties can be mainly described as two types: randomness and fuzziness. However, the traditional transmission reliability margin (TRM) approach only considers randomness. Based on credibility theory, this paper firstly built models of generators, transmission lines and loads according to their features of both randomness and fuzziness. Then a random fuzzy simulation is applied, along with a novel method proposed for ATC assessment, in which both randomness and fuzziness are considered. The bootstrap method and multi-core parallel computing technique are introduced to enhance the processing speed. By implementing simulation for the IEEE-30-bus system and a real-life system located in Northwest China, the viability of the models and the proposed method is verified.

Viewbrics: Formative Assessment of Complex Skills with Video-Enhanced Rubrics (VER) in Dutch Secondary Education

To learn complex skills, like collaboration, learners need to acquire a concrete and consistent mental model of what it means to master this skill. If learners know their current mastery level and know their targeted mastery level, they can better determine their subsequent learning activities. Rubrics support learners in judging their skill performance as they provide textual descriptions of skills’ mastery levels with performance indicators for all constituent subskills. However, text-based rubrics have a limited capacity to support the formation of mental models with contextualized, time-related and observable behavioral aspects of a complex skill. This paper outlines the design of a study that intends to investigate the effect of rubrics with video modelling examples compared to text-based rubrics on skills acquisition and feedback provisioning. The hypothesis is that video-enhanced rubrics, compared to text based rubrics, will improve mental model formation of a complex skill and improve the feedback quality a learner receives (from e.g. teachers, peers) while practicing a skill, hence positively effecting final mastery of a skill.

A First Step Towards Video Enhanced Rubrics for the Formative Assessment of Complex Skills : A literature review and a plea

Paper presentation at the TEA2016 conference, Tallinn, Estonia.

AN ENTROPIC THEORY OF DAMAGE WITH APPLICATIONS TO CORROSION-FATIGUE STRUCTURAL INTEGRITY ASSESSMENT

This dissertation demonstrates an explanation of damage and reliability of critical components and structures within the second law of thermodynamics. The approach relies on the fundamentals of irreversible thermodynamics, specifically the concept of entropy generation due to materials degradation as an index of damage. All failure mechanisms that cause degradation, damage accumulation and ultimate failure share a common feature, namely energy dissipation. Energy dissipation, as a fundamental measure for irreversibility in a thermodynamic treatment of non-equilibrium processes, leads to and can be expressed in terms of entropy generation. The dissertation proposes a theory of damage by relating entropy generation to energy dissipation via generalized thermodynamic forces and thermodynamic fluxes that formally describes the resulting damage. Following the proposed theory of entropic damage, an approach to reliability and integrity characterization based on thermodynamic entropy is discussed. It is shown that the variability in the amount of the thermodynamic-based damage and uncertainties about the parameters of a distribution model describing the variability, leads to a more consistent and broader definition of the well know time-to-failure distribution in reliability engineering. As such it has been shown that the reliability function can be derived from the thermodynamic laws rather than estimated from the observed failure histories. Furthermore, using the superior advantages of the use of entropy generation and accumulation as a damage index in comparison to common observable markers of damage such as crack size, a method is proposed to explain the prognostics and health management (PHM) in terms of the entropic damage. The proposed entropic-based damage theory to reliability and integrity is then demonstrated through experimental validation. Using this theorem, the corrosion-fatigue entropy generation function is derived, evaluated and employed for structural integrity, reliability assessment and remaining useful life (RUL) prediction of Aluminum 7075-T651 specimens tested.

Pratiche di formative assessment per promuovere abilita di comprensione dei testi. Una sperimentazione in una scuola secondaria di primo grado

I dati delle indagini sugli apprendimenti degli studenti in Italia rivelano l’esistenza di fragilità nell’acquisizione di competenze essenziali e di differenze tra i risultati conseguiti. Per innovare la didattica al fine di adeguarla ai bisogni degli studenti, gli esperti di Docimologia caldeggiano l’uso di pratiche di valutazione formativa, o formative assessment (FA). In ambito internazionale diversi studi hanno mostrato l'efficacia di tali prassi, mentre in Italia non esistono ricerche sperimentali finalizzate a studiarne l’impatto sugli apprendimenti. Il progetto è entrato all’interno di quest’ambito di studi per controllare l’efficacia di un insieme di pratiche di FA sull'incremento delle abilità di comprensione dei testi degli studenti. Lo scopo è stato perseguito realizzando una sperimentazione in una scuola secondaria di primo grado che ha coinvolto gli studenti di due classi prime, i quali sono stati suddivisi a metà attraverso tecniche di randomizzazione per formare i due gruppi, sperimentale e di controllo. Dopo aver effettuato una rilevazione iniziale delle abilità di comprensione dei testi degli studenti (pre-test), è stato realizzato con quelli del gruppo sperimentale un intervento composto da 15 incontri di FA della durata di due ore ciascuno. Alla fine, sono state effettuate due rilevazioni finali (post-test) utilizzando sia la stessa prova utilizzata come pre-test sia una prova parallela. È stata calcolata la differenza post-test-pre-test per ogni gruppo ed è stato verificato quanto avesse influito la partecipazione all’intervento sperimentale su tale differenza tramite test non parametrici. I risultati hanno mostrato un incremento di abilità lievemente maggiore nel gruppo sperimentale, se confrontato con quello del gruppo di controllo, anche se questa differenza tra i due gruppi non è statisticamente significativa. Sebbene le analisi non abbiano consentito di rifiutare l’ipotesi nulla, la rilevanza di tale progetto risiede nel tentativo di aprire il dibattito sull’efficacia di prassi di FA sugli apprendimenti degli studenti in Italia.

Development, implementation, and assessment of a distance module in endocrine physiology

Rangel EM, Mendes IA, Carnio EC, Marchi Alves LM, Godoy S, Crispim JA. Development, implementation, and assessment of a distance module in endocrine physiology. Adv Physiol Educ 34: 70-74, 2010; doi: 10.1152/advan.00070.2009.-This study aimed to develop, implement, and assess a distance module in endocrine physiology in TelEduc for undergraduate nursing students from a public university in Brazil, with a sample size of 44 students. Stage 1 consisted of the development of the module, through the process of creating a distance course by means of the Web. Stage 2 was the planning of the module's practical functioning, and stage 3 was the planning of student evaluations. In the experts' assessment, the module complied with pedagogical and technical requirements most of the time. In the practical functioning stage, 10 h were dedicated for on-site activities and 10 h for distance activities. Most students (93.2%) were women between 19 and 23 yr of age (75%). The internet was the most used means to remain updated for 23 students (59.0%), and 30 students (68.2%) accessed it from the teaching institution. A personal computer was used by 23 students (56.1%), and most of them (58.1%) learned to use it alone. Access to a forum was more dispersed (variation coefficient: 86.80%) than access to chat (variation coefficient: 65.14%). Average participation was 30 students in forums and 22 students in the chat. Students' final grades in the module averaged 8.5 (SD: 1.2). TelEduc was shown to be efficient in supporting the teaching- learning process of endocrine physiology.

An initial assessment of policies for saving a rare Australian glider: Experimental results, economics and ecology

Reviews the ecological status of the mahogany glider and describes its distribution, habitat and abundance, life history and threats to it. Three serial surveys of Brisbane residents provide data on the knowledge of respondents about the mahogany glider. The results provide information about the attitudes of respondents to the mahogany glider, to its conservation and relevant public policies and about variations in these factors as the knowledge of participants of the mahogany glider alters. Similarly data is provided and analysed about the willingness to pay of respondents to conserve the mahogany glider. Population viability analysis is applied to estimate the required habitat area for a minimum viable population of the mahogany glider to ensure at least a 95% probability of its survival for 100 years. Places are identified in Queensland where the requisite minimum area of critical habitat can be conserved. Using the survey results as a basis, the likely willingness of groups of Australians to pay for the conservation of the mahogany glider is estimated and consequently their willingness to pay for the minimum required area of its habitat. Methods for estimating the cost of protecting this habitat are outlined. Australia-wide benefits seem to exceed the costs. Establishing a national park containing the minimum viable population of the mahogany glider is an appealing management option. This would also be beneficial in conserving other endangered wildlife species. Therefore, additional economic benefits to those estimated on account of the mahogany glider itself can be obtained.

Card sorts: Constructivist assessment tools

In a changing employment climate and with the growth of demand for careers guidance at all stages of life, careers guidance practice has moved from its positivist world view, with the counsellor as expert and client as passive responder, to more holistic 'constructivist' approaches. In essence, these approaches view the career as a holistic concept in which work and personal life are inextricably intertwined, and individuals are experts in their own lives, actively constructing their careers. The first to fully explore the constructivist approach, this book: provides a theoretical background to constructivism; outlines a range of constructivist approaches to career counselling; and gives examples of the practical application of constructivism. Essential for anyone involved in career guidance wishing to learn more about this vital new approach, this book combines theory with practicable guidance, and represents a new direction for career counselling.

Linguistic evaluation method for the environmental assessment of infrastructure projects

A soft linguistic evaluation method is proposed for the environmental assessment of physical infrastructure projects based on fuzzy relations. Infrastructure projects are characterized in terms of linguistic expressions of 'performance' with respect to factors or impacts and the 'importance' of those factors/impacts. A simple example is developed to illustrate the method in the context of three road infrastructure projects assessed against five factors/impacts. In addition, a means to include hard or crisp factors is presented and illustrated with respect to a sixth factor.

Neoinstitutionalism and the appropriation of bourdieu's work: a critical assessment

Despite the still present hegemony of the structural-functionalist orthodoxy, the mid 1980's witnesses the insurgence of new philosophical approaches. This body of work had become a vital intellectual and ideological resource for those who wanted to confront the functionalist dominance in organization studies, such as structuration theory, labour process theory and neoinstitutionalist theory. The purpose of this paper is to review the incorporation of Bourdieu's work into neoinstitutionalism. I argue that this appropriation has resulted in a significant loss of theoretical strength. By giving place to the cognitivist metaphors of mental models, "scripts" and "schemas", instead of adopting the notion of habitus, neoinstitutionalism reinforces some of the ever-present dichotomies in social sciences, especially those of agency/structure and individual/society. While neoinstitutionalism was refining the cognitive approach in the 1990's, Bourdieu was moving towards psychoanalysis. Some indications for future research are provided in the concluding notes.

Synthesis about a collaborative project on “Technology Assessment of Autonomous System

The project started in 2009 with the support of DAAD in Germany and CRUP in Portugal under the “Collaborative German-Portuguese University Actions” programme. One central goal is the further development of a theory of technology assessment applied to robotics and autonomous systems in general that reflects in its methodology the changing conditions of knowledge production in modern societies and the emergence of new robotic technologies and of associated disruptive changes. Relevant topics here are handling broadened future horizons and new clusters of science and technology (medicine, engineering, interfaces, industrial automation, micro-devices, security and safety), as well as new governance structures in policy decision making concerning research and development (R