Relevant bibliographies by topics / Judgement of learning

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Judgement of learning'

Author: Grafiati
Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Judgement of learning"

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Hoffmann, Janina A., Bettina von Helversen, Regina A. Weilbächer, and Jörg Rieskamp. "Tracing the path of forgetting in rule abstraction and exemplar retrieval." Quarterly Journal of Experimental Psychology 71, no. 11 (January 1, 2018): 2261–81. http://dx.doi.org/10.1177/1747021817739861.

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People often forget acquired knowledge over time such as names of former classmates. Which knowledge people can access, however, may modify the judgement process and affect judgement accuracy. Specifically, we hypothesised that judgements based on retrieving past exemplars from long-term memory may be more vulnerable to forgetting than remembering rules that relate the cues to the criterion. Experiment 1 systematically tracked the individual course of forgetting from initial learning to later tests (immediate, 1 day, and 1 week) in a linear judgement task facilitating rule-based strategies and a multiplicative judgement task facilitating exemplar-based strategies. Practising the acquired judgement strategy in repeated tests helped participants to consistently apply the learnt judgement strategy and retain a high judgement accuracy even after a week. Yet, whereas a long retention interval did not affect judgements in the linear task, a long retention interval impaired judgements in the multiplicative task. If practice was restricted as in Experiment 2, judgement accuracy suffered in both tasks. In addition, after a week without practice, participants tried to reconstruct their judgements by applying rules in the multiplicative task. These results emphasise that the extent to which decision makers can still retrieve previously learned knowledge limits their ability to make accurate judgements and that the preferred strategies change over time if the opportunity for practice is limited.
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Luntley, Michael. "Learning, Empowerment and Judgement." Educational Philosophy and Theory 39, no. 4 (January 2007): 418–31. http://dx.doi.org/10.1111/j.1469-5812.2007.00348.x.

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Foucault, Amélie, Serge Dubé, Nicolas Fernandez, Robert Gagnon, and Bernard Charlin. "The Concordance of Judgement Learning Tool." Medical Education 48, no. 5 (April 9, 2014): 541–42. http://dx.doi.org/10.1111/medu.12467.

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Guile, David. "Interprofessional Learning: Reasons, Judgement, and Action." Mind, Culture, and Activity 18, no. 4 (October 2011): 342–64. http://dx.doi.org/10.1080/10749039.2011.573045.

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Hager, Paul. "Workplace judgement and conceptions of learning." Journal of Workplace Learning 13, no. 7/8 (December 2001): 352–59. http://dx.doi.org/10.1108/eum0000000006123.

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Collier, Gerald. "Learning moral judgement in higher education." Studies in Higher Education 18, no. 3 (January 1993): 287–97. http://dx.doi.org/10.1080/03075079312331382221.

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Mardani, Desak Made Sri, I. Wayan Sadyana, and Putu Hendra Suputra. "Interactive Learning Medium Development for Learning Hiragana and Katakana." JAPANEDU: Jurnal Pendidikan dan Pengajaran Bahasa Jepang 5, no. 1 (June 20, 2020): 23–30. http://dx.doi.org/10.17509/japanedu.v5i1.19342.

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The ability of college students in X university to use Hiragana and Katakana letters is still weak due to the lack of practice in reading and using these letters in a word/sentence. The ability to use Hiragana and Katakana letters is not only about the ability to understand the order of writing and the differences in the strokes, but also to use Hiragana and Katakana in words/sentences. This research was a descriptive study using R D design based on the Four-D Model. In this study, three stages were carried out out of the four stages of the model. Questionnaires and interviews were used in this study as a method of data collection. Interviews also conducted to determine the needs of teachers and students, while questionnaire was used for expert judgement (expert appraisal) process consisting of learning media expert judgement and content expert judgement. The questionnaire data were analyzed descriptively to determine deficiencies in the media created. After going through the improvement phase, then a limited scale trial was conducted on 26 students. From the questionnaire data on the interactive media produced, it is known that overall, the media produced received excellent responses from students, wherein each assessment indicator also received a positive response as well. However, further studies are needed to find out how to implement the interactive media of Hiragana and Katakana in the learning process directly inside the classroom.
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Bailey, Charles D., and Sanjay Gupta. "Judgement in learning-curve forecasting: a laboratory study." Journal of Forecasting 18, no. 1 (January 1999): 39–57. http://dx.doi.org/10.1002/(sici)1099-131x(199901)18:1<39::aid-for683>3.0.co;2-n.

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Frosch, Caren A., C. Philip Beaman, and Rachel Mccloy. "A Little Learning is a Dangerous Thing: An Experimental Demonstration of Ignorance-Driven Inference." Quarterly Journal of Experimental Psychology 60, no. 10 (October 2007): 1329–36. http://dx.doi.org/10.1080/17470210701507949.

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Studies of ignorance-driven decision making have been employed to analyse when ignorance should prove advantageous on theoretical grounds or else they have been employed to examine whether human behaviour is consistent with an ignorance-driven inference strategy (e.g., the recognition heuristic). In the current study we examine whether—under conditions where such inferences might be expected—the advantages that theoretical analyses predict are evident in human performance data. A single experiment shows that, when asked to make relative wealth judgements, participants reliably use recognition as a basis for their judgements. Their wealth judgements under these conditions are reliably more accurate when some of the target names are unknown than when participants recognize all of the names (a “less-is-more effect”). These results are consistent across a number of variations: the number of options given to participants and the nature of the wealth judgement. A basic model of recognition-based inference predicts these effects.
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Hammond, Lewis, and Vaishak Belle. "Learning tractable probabilistic models for moral responsibility and blame." Data Mining and Knowledge Discovery 35, no. 2 (January 25, 2021): 621–59. http://dx.doi.org/10.1007/s10618-020-00726-4.

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AbstractMoral responsibility is a major concern in autonomous systems, with applications ranging from self-driving cars to kidney exchanges. Although there have been recent attempts to formalise responsibility and blame, among similar notions, the problem of learning within these formalisms has been unaddressed. From the viewpoint of such systems, the urgent questions are: (a) How can models of moral scenarios and blameworthiness be extracted and learnt automatically from data? (b) How can judgements be computed effectively and efficiently, given the split-second decision points faced by some systems? By building on constrained tractable probabilistic learning, we propose and implement a hybrid (between data-driven and rule-based methods) learning framework for inducing models of such scenarios automatically from data and reasoning tractably from them. We report on experiments that compare our system with human judgement in three illustrative domains: lung cancer staging, teamwork management, and trolley problems.
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Dissertations / Theses on the topic "Judgement of learning"

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Igarashi, H. "The development of professional judgement capacity through activity led learning." Thesis, Coventry University, 2015. http://curve.coventry.ac.uk/open/items/9245a038-ced4-4574-9c6e-02f69f802816/1.

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The unique contribution to knowledge of this research is the study of the development of judgement capacity in apprentice and undergraduate engineering learners in Activity Led Learning (ALL) environments. Four case studies of engineering students investigated the learners' experiences of making judgements in various engineering undergraduate and apprenticeship programmes. A phenomenological research methodology was used to infer the learner's judgements from the learners' dialogues and actions that were observed during the learning activity. The findings of the study indicate that the experience and incidence of the learners' exertion of judgement is dependent upon the construct of the ALL environment to provide a problem space with potential for disjuncture, and the intentionality of the learners. The learners did not solve problems by a linear progression but repeatedly re-activated experiences and knowledge, exercising judgements until the states of disjuncture were satisfied leading to the conclusion of the problem. Heuristic judgements that may result in decision making errors tended to dominate the problem spaces though their incidence did not appear to be influenced by the technical or socio-technical demands of the project problem spaces. This thesis concludes that in ALL environments, projects of sufficient length and complexity similar to realistic professional practice, may enable students to acquire the practice of better judgement through disjuncture and by re-activating learning experiences and importing analogies into new problem spaces. However, to acquire skills and knowledge to improve judgement capacity, requires specific and purposeful interventions within ALL that enable the learner to know when heuristic judgements are reliable or otherwise unreliable, and acquiring reasoning strategies to compensate for the effects. It is proposed that in such interventions the learner learns to record their own judgements as they are exerted and to reflect critically on those judgements and their consequences. It also requires that any ALL project that aims to promote judgement capacity has in place assessment instruments that specifically consider the learner effort in the self-development of judgement.
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Thorpe, Vicki. "A study of teachers’ understanding of learning, judgement of learning, and use of data." Thesis, Australian Catholic University, 2016. https://acuresearchbank.acu.edu.au/download/5dca3ec7bf435e5b255b9f6ab0414c2173095a1b90c793699109d58c9613011b/13334354/201602_Thesis_FINAL_Vicki_Thorpe_11_Feb_2016__2_.pdf.

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The impetus for this study was a concern for the way in which teachers understand learning, how they judge learning, and their use of learning data to improve student learning and teacher practice. This concern stems from anecdotal evidence that suggests that judgement of student learning is understood by many teachers to be assessment of specific learning content, and the use of data viewed as evidence to indicate student performance against curriculum standards...
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Jakobson, Britt. "Learning Science Through Aesthetic Experience in Elementary School : Aesthetic Judgement, Metaphor and Art." Doctoral thesis, Stockholms universitet, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-8160.

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This thesis considers the role of aesthetic meaning-making in elementary school science learning. Children’s aesthetic experiences are traced through their use of aesthetic judgements, spontaneous metaphors and art activities. The thesis is based on four empirical studies: the first two examining children’s language use, i.e. the role of aesthetic judgements and the significance of spontaneous metaphors while learning science and the latter two dealing with how art activities mediate what elementary school children learn in science and what a variety of art activities with different purposes afford elementary school children to learn in science. The theoretical stance emanates from pragmatist theories and includes Dewey’s definition of an aesthetic experience, Wittgenstein’s later work on language-games, and socio-cultural perspectives. The analytic approach used is a practical epistemology analysis developed by Wickman and Östman. The empirical data consists of audio- and video recordings of elementary school children’s (aged 6–10 years) discussions in pairs or small groups during science lessons and photographs of children’s pictures, sculptures and poems from a total of 14 different elementary school classes. The main findings of the empirical studies show how aesthetic meaning-making is continuous with elementary school children’s scientific learning. The thesis shows how elementary school children’s aesthetic experiences are related to whole activities and are crucial for the direction that learning takes. Aesthetic experience is important in terms of how and what elementary school children learn aesthetically and normatively in science class, which has consequences for cognitive learning, the possibility of participating in science class and learning the genre of science. Moreover, it can be seen how children’s prior experiences are recurrently reconstructed and transformed through imaginative processes.
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Jakobson, Britt. "Learning science through aesthetic experience in elemantary school : aesthetic judgement, metaphor and art /." Linköping : Stockholm : Swedish National Graduate School in Science and Technology Education (FONTD), Linköping University ; Department of Education in Mathematics and Science, Stockholm University, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-8160.

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Shaddock, Ann, and n/a. "Factors affecting metamemory judgements." University of Canberra. Schools & Community, 1995. http://erl.canberra.edu.au./public/adt-AUC20050712.102157.

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Contemporary theories of learning suggest that successful learners are active in the learning process and that they tend to use a number of metacognitive processes to monitor learning and remembering. Drawing on the theoretical framework of Nelson and Narens (1992), the current study examined the effect of certain variables on metamemory processes and on students' ability to recall and recognise learned material. The present study explored the effect of four independent variables on five dependent variables. The independent variables were: 1. degree of learning (responses given until 2 or 8 times correct), 2. judgment of learning (JOL) timing (given immediately after learning session or 24 hours later), 3. retention interval between study and test (2 or 6 weeks), and 4. type of material studied (sentences, in or out of context). The dependent variables were: 1. judgement of learning (JOL), 2. confidence rating, 3. feeling of knowing (FOK), 4. recall, and 5. recognition.. As ancillary analyses, the study explored, firstly, whether gender differences had an effect on meta-level and object-level memory, and secondly, whether students who recalled more also made more accurate metamemory judgements. The effects of the independent variables on recall and recognition were consistent with those found by previous studies. The most interesting new finding of the present study was that students who made JOLs after twenty four hours were more likely to take into account the effect of the interval between learning and testing. Students who made immediate JOLs did not allow for the effect of the time interval on retention. A further new finding was that gender appeared to have had an influence on JOLs. The findings about the effects of timing of JOLs and of gender effects on JOL have implications for metacognitive theory and will stimulate further research. The practical significance of this research, particularly the implications for study skills training for all students, was that educators cannot presume that students will correctly predict what they will recall after six weeks if they make that judgement immediately after learning has occurred. Therefore, the effects of the passage of time on memory, and the efficacy of delaying judgments, should be made explicit. The finding that the manipulation of JOL timing has a significant effect on the accuracy of judgements has implications in the wider area of educational policymaking and for the current debate on competencies and quality assurance. Learning cannot be considered a simple process and when a large component of learning is selfdirected, as it is in tertiary institutions and increasingly in schools, many variables are operating.
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Munnecom, Lorenna, and Miguel Chaves de Lemos Pacheco. "Exploration of an Automated Motivation Letter Scoring System to Emulate Human Judgement." Thesis, Högskolan Dalarna, Mikrodataanalys, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:du-34563.

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As the popularity of the master’s in data science at Dalarna University increases, so does the number of applicants. The aim of this thesis was to explore different approaches to provide an automated motivation letter scoring system which could emulate the human judgement and automate the process of candidate selection. Several steps such as image processing and text processing were required to enable the authors to retrieve numerous features which could lead to the identification of the factors graded by the program managers. Grammatical based features and Advanced textual features were extracted from the motivation letters followed by the application of Topic Modelling methods to extract the probability of each topics occurring within a motivation letter. Furthermore, correlation analysis was applied to quantify the association between the features and the different factors graded by the program managers, followed by Ordinal Logistic Regression and Random Forest to build models with the most impactful variables. Finally, Naïve Bayes Algorithm, Random Forest and Support Vector Machine were used, first for classification and then for prediction purposes. These results were not promising as the factors were not accurately identified. Nevertheless, the authors suspected that the factors may be strongly related to the highlight of specific topics within a motivation letter which can lead to further research.
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Howard, Charlotte Emma. "Memory and metamemory in patients with temporal lobe epilepsy." Thesis, University of Plymouth, 2009. http://hdl.handle.net/10026.1/2257.

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It is well established that patients with temporal lobe epilepsy (TLE) commonly report memory difficulties. The aim of this thesis was to use a novel approach adopting Nelson & Narens' (1990) theoretical framework to investigate whether metacognitive knowledge and memory performance were differentially disrupted in patients with TLE. More specifically, investigating to what extent poor memory in TLE could result from inadequate metamemory monitoring, inadequate metamemory control or both. Experiment I employed a combined Judgement-of-Learning and Feeling-of-Knowing task to investigate whether participants could monitor their memory successfully at both the item-by-item and global levels. The results revealed a dissociation between memory and metamemory in TLE patients. TLE patients presented with a clear episodic memory deficit compared with controls yet preserved metamemory abilities. Experiments 2 and 3 explored the sensitivity approach to examine metacognitive processes that operate during encoding in TLE patients and controls. Both these experiments demonstrated that TLE patients were sensitive to monitoring and control processes at encoding. The final experiment further investigated memory performance by examining the role of lateralisation of the seizure focus using material specific information and the 'Remember-Know' paradigm. The findings from the verbal task provided partial support to the material-specific hypothesis. The results from these experiments are discussed in terms of their association with executive functioning and memory deficits in TLE, and have important implications for future research examining memory and metamemory in TLE patients and other clinical populations.
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Andersson, Alice, and Mimmi Hallbäck. "Betydelsen av sambedömning för den likvärdiga utbildningen." Thesis, Malmö universitet, Malmö högskola, Institutionen för samhälle, kultur och identitet (SKI), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-39475.

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Syftet med litteraturöversikten är att presentera forskning om vilken betydelse sambedömning mellan lärare får på bedömning och betygsättning i den svenska skolan. Följande frågeställningar syftar till att redogöra för syftet med litteraturöversikten: Hur kan sambedömning bidra till en ökad grad av likvärdighet i utbildningen, vad säger forskning om detta? Vilken betydelse får sambedömning på lärares samsyn och samstämmighet? Informationssökningen har skett utifrån ett systematiskt tillvägagångssätt i framförallt Skolverkets och Skolinspektionens databaser samt i de internationella utbildningsvetenskapliga databaserna ERC och ERIC, sekundära sökningar har också genomförts. Resultatet visar på att sambedömning används som en strategi för att stärka likvärdigheten inom utbildningsväsendet. Detta sker i synnerhet om sambedömning före-kommer kontinuerligt i mötet mellan lärare och ger möjligheten att föra diskussioner kring elevunderlag vilket i sin tur kan främja lärares individuella bedömning. Sambedömning lyfts också fram som ett betydelsefullt verktyg för att öka samsynen mellan lärare, trots den ökade samsynen mellan lärare garanterar det inte att det råder samstämmighet. I diskussionen konstateras att lärarkompetensen stärks i samband med sambedömning detta kan öka likvärdigheten i deras bedömning eftersom det förutsätter diskussion och reflektion kring lärares undervisning och bedömningspraktik.
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Wei, Ran. "On Estimation Problems in Network Sampling." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1471846863.

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Adie, Lenore Ellen. "Developing shared understandings of standards-based assessment : online moderation practices across geographically diverse contexts." Thesis, Queensland University of Technology, 2010. https://eprints.qut.edu.au/43355/1/Lenore_Adie_Thesis.pdf.

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This thesis investigates the place of online moderation in supporting teachers to work in a system of standards-based assessment. The participants of the study were fifty middle school teachers who met online with the aim of developing consistency in their judgement decisions. Data were gathered through observation of the online meetings, interviews, surveys and the collection of artefacts. The data were viewed and analysed through sociocultural theories of learning and sociocultural theories of technology, and demonstrates how utilising these theories can add depth to understanding the added complexity of developing shared meaning of standards in an online context. The findings contribute to current understanding of standards-based assessment by examining the social moderation process as it acts to increase the reliability of judgements that are made within a standards framework. Specifically, the study investigates the opportunities afforded by conducting social moderation practices in a synchronous online context. The study explicates how the technology affects the negotiation of judgements and the development of shared meanings of assessment standards, while demonstrating how involvement in online moderation discussions can support teachers to become and belong within a practice of standards-based assessment. This research responds to a growing international interest in standards-based assessment and the use of social moderation to develop consistency in judgement decisions. Online moderation is a new practice to address these concerns on a systemic basis.
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Books on the topic "Judgement of learning"

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Hager, Paul J. Recovering informal learning: Wisdom, judgement and community. Dordrecht: Springer, 2006.

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Joughin, Gordon, ed. Assessment, Learning and Judgement in Higher Education. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-8905-3.

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Joughin, Gordon. Assessment, Learning and Judgement in Higher Education. Springer London, Limited, 2008.

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Joughin, Gordon. Assessment, Learning and Judgement in Higher Education. Springer, 2010.

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Assessment, Learning and Judgement in Higher Education. Springer, 2008.

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Hager, Paul, and John Halliday. Recovering Informal Learning: Wisdom, Judgement and Community. Springer, 2007.

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Recovering Informal Learning: Wisdom, Judgement and Community. Springer Netherlands, 2008.

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Ajjawi, Rola, Phillip Dawson, and Joanna Tai. Developing Evaluative Judgement in Higher Education. Routledge, 2018.

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Recovering Informal Learning: Wisdom, Judgement and Community (Lifelong Learning Book Series). Springer, 2007.

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Burch, Regina. Would It Be Right: Learning About Good Judgement (Character Education Readers). Creative Teaching Press, 2002.

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Book chapters on the topic "Judgement of learning"

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Joughin, Gordon. "Assessment, Learning and Judgement: Emerging Directions." In Assessment, Learning and Judgement in Higher Education, 1–7. Dordrecht: Springer Netherlands, 2008. http://dx.doi.org/10.1007/978-1-4020-8905-3_12.

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Pandey, Vijay Shanker, and Shalini Agarwal. "Service Matter Judgement Prediction Using Machine Learning." In Proceedings of Third Doctoral Symposium on Computational Intelligence, 133–44. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-3148-2_11.

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Boud, David. "Assessment-as-learning for the development of students' evaluative judgement." In Assessment as Learning, 25–37. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003052081-3.

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Ecclestone, Kathryn. "Instrumental or Sustainable Learning? The Impact of Learning Cultures on Formative Assessment in Vocational Education." In Assessment, Learning and Judgement in Higher Education, 1–22. Dordrecht: Springer Netherlands, 2008. http://dx.doi.org/10.1007/978-1-4020-8905-3_9.

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Bennett, Sue, Lori Lockyer, Gregor Kennedy, and Barney Dalgarno. "Understanding self-regulated learning in open-ended online assignment tasks." In Developing Evaluative Judgement in Higher Education, 90–98. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315109251-10.

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Rees, Charlotte E., Alison Bullock, Karen L. Mattick, and Lynn V. Monrouxe. "Using workplace-learning narratives to explore evaluative judgement in action." In Developing Evaluative Judgement in Higher Education, 176–85. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315109251-19.

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Dall’Alba, Gloria. "Evaluative judgement for learning to be in a digital world." In Developing Evaluative Judgement in Higher Education, 18–27. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315109251-3.

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Gibbs, Paul. "Transdisciplinarity as Epistemology, Ontology or Principles of Practical Judgement." In Transdisciplinary Professional Learning and Practice, 151–64. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-11590-0_11.

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Joughin, Gordon. "Introduction: Refocusing Assessment." In Assessment, Learning and Judgement in Higher Education, 1–11. Dordrecht: Springer Netherlands, 2008. http://dx.doi.org/10.1007/978-1-4020-8905-3_1.

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Riordan, Tim, and Georgine Loacker. "Collaborative and Systemic Assessment of Student Learning: From Principles to Practice." In Assessment, Learning and Judgement in Higher Education, 1–18. Dordrecht: Springer Netherlands, 2008. http://dx.doi.org/10.1007/978-1-4020-8905-3_10.

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Conference papers on the topic "Judgement of learning"

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Kolhe, Pushkar, Michael L. Littman, and Charles L. Isbell. "Peer Reviewing Short Answers using Comparative Judgement." In L@S 2016: Third (2016) ACM Conference on Learning @ Scale. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2876034.2893424.

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Narihira, Takuya, Michael Maire, and Stella X. Yu. "Learning lightness from human judgement on relative reflectance." In 2015 IEEE Conference on Computer Vision and Pattern Recognition (CVPR). IEEE, 2015. http://dx.doi.org/10.1109/cvpr.2015.7298915.

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Liu, Yinyang, Xiaobin Xu, and Feixiang Li. "Image and Text Correlation Judgement Based on Deep Learning." In 2018 IEEE 9th International Conference on Software Engineering and Service Science (ICSESS). IEEE, 2018. http://dx.doi.org/10.1109/icsess.2018.8663711.

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Gladovic, Cedomir. "Capability development by educational technology." In ASCILITE 2021: Back to the Future – ASCILITE ‘21. University of New England, Armidale, 2021. http://dx.doi.org/10.14742/ascilite2021.0119.

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The capability to identify and make a judgement about the quality of own and work of others is known as evaluative judgement. Such capability is crucial for learners and their learning trajectories, allowing them to become job-ready graduates and life-long learners. The overall concept is newly named but existed in different forms and shapes in the literature. There is sporadic literature investigation of evaluative judgement development by educational technology. Self-assessment, peer-assessment and portfolios in the online learning environment bring various educational values and benefits. Each of these pedagogical activities can contribute to the development of evaluative judgement in an online environment enhanced by educational technology. The primary purpose of this paper is to expand the discussion about the development of evaluative judgement using educational technology. This paper provides some rationale for the inclusion of selected pedagogical activities in the curriculum and actively using them in student-centred education.
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Heldsinger, Sandy, and Stephen Humphry. "An innovative method for teachers to formatively assess writing online." In Research Conference 2022: Reimagining assessment. Australian Council for Educational Research, 2022. http://dx.doi.org/10.37517/978-1-74286-685-7-1.

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Assessment is an integral component of effective teaching and a teacher’s professional judgement influences all routine aspects of their work. In the last 20 years, there has been considerable work internationally to support teachers in using assessment to improve student learning. However, there is a pressing issue that impedes teacher professional judgement being exploited to its full potential. The issue relates to teacher assessments in the context of extended performances such as essays and arises from the complexity of obtaining reliable or consistent teacher assessments of students’ work. Literature published in the United States, England and Australia details evidence of low reliability and bias in teacher assessments. As a result, despite policymakers’ willingness to consider making greater use of teachers’ judgements in summative assessment, and thus provide for greater parity of esteem between teachers’ assessment and standardised testing, few gains have been made. While low reliability of scoring is a pressing issue in contexts where the data are used for summative purposes, it also an issue for formative assessment. Inaccurate assessment necessarily impedes the effectiveness of any follow-up activity, and hence the effectiveness of formative assessment. In this session, Dr Sandy Heldsinger and Dr Stephen Humphry will share their research of writing assessment and explain how their research has led to the development of an innovative assessment process that provides the advantages of rubrics, comparative judgements and automated marking with few of the disadvantages.
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Wang, Lianzi, Zhongxiao Li, Xiaodong Zhuang, and Nikos E. Mastorakis. "Voiced/Unvoiced Pronunciation Judgement Based on Sparse Representation and Learning Dictionary." In 2019 3rd European Conference on Electrical Engineering and Computer Science (EECS). IEEE, 2019. http://dx.doi.org/10.1109/eecs49779.2019.00038.

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Janis, Sonia. "Making Learning Visible: Shaping Teacher Candidates' Pedagogical Judgement in Clinical Practice." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1683177.

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Khosravi, Hassan, George Gyamfi, Barbara E. Hanna, and Jason Lodge. "Fostering and supporting empirical research on evaluative judgement via a crowdsourced adaptive learning system." In LAK '20: 10th International Conference on Learning Analytics and Knowledge. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3375462.3375532.

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MacGregor, Agata, and Susan Benvenuti. "LEARNING-ORIENTATED-ASSESSMENT: ENHANCING JUDGEMENT AND FEEDBACK THROUGH MULTIPLE PERSPECTIVES OF STUDENT UNDERSTANDING." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.0861.

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Li, Zhaolan, Wenwu Dai, Peiyao Cong, and Ning Jia. "THE INFLUENCE OF RACE AND EMOTION ON COGNITION AND METACOGNITION OF FACIAL PICTURES." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact078.

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"In our daily life, the ability of processing the other people's facial features (such as race, emotion, etc.) are of great significance of us to adapt to social environment and participate in social interaction. In this study, a 2 (race: own-race/ other-race) ×2 (emotion: positive/ negative) within-subjects design was used to investigate how the race and emotion on face affect the processing of cognition and the processing of metacognition. There are five tasks: ease-of-learning (EOL) judgement, remembering, judgement of learning (JOL), recognition and judgement of confidence (JOC). The results revealed that :(1) EOL judgement was only affected by race, which showed that participants made higher EOL judgement for other-race faces than for own-race. (2) The processing fluency was only affected by emotion, which showed that participants spend less time for learning the faces with negative emotion. (3) JOL is not only affected by race, but also moderated by emotion. The results showed that: in the positive emotion condition, JOLs of foreign faces was significantly higher than that of native faces, whereas, in the condition of negative emotion, the difference between the two was not significant. (4) Other-race effect was found in recognition scores, and the other-race effect was moderated by emotion. The results showed that the recognition performance of native face was significantly better than that foreign face in the negative emotion condition. In the condition of positive emotion, the difference between the two was not significant. (5) The trend of confidence judgment was the same as recognition scores. The conclusions were as follows :(1) Emotion has a significant influence on face image cod, while race information has a significant influence on face image cod, and emotional information plays a moderating role; (2) The metacognitive processing of face was influenced by multiple factors such as ethnicity, emotion and cognitive processing information. In conclusion, when processing face image, there is significant separation between cognition and metacognition at different stages, under the influence of ethnicity and emotion. In addition, this study also provides a partial explanation for the difference in accuracy between prospective and retrospective metacognitive monitoring."
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