Journal articles: 'Knowledge assessment framework'

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Kumar R, Kumar R., Sarukesi K. Sarukesi K, and Uma G. V. Uma G V. "A Framework for Formative Knowledge Assessment System." International Journal of Scientific Research 2, no. 5 (June 1, 2012): 242–44. http://dx.doi.org/10.15373/22778179/may2013/80.

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Nagarajan, S., K. Ganesh, M. Punniyamoorthy, and A. T. Resmi. "Framework for Knowledge Management Need Assessment." Procedia Engineering 38 (2012): 3668–90. http://dx.doi.org/10.1016/j.proeng.2012.06.423.

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Skjølsvik, Tale, and Karl Joachim Breunig. "Picking professionals: a client-centric knowledge assessment framework." Measuring Business Excellence 22, no. 4 (November 19, 2018): 333–45. http://dx.doi.org/10.1108/mbe-01-2018-0001.

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Purpose This paper aims to explore how professional competences are defined and assessed by clients of professional service firms (PSFs). Extant research has studied the knowledge base of professionals, but limited research has been conducted to develop an understanding of how clients value this knowledge. Design/methodology/approach The study is based on in-depth qualitative research design, which is suitable for inductive theory building. The collected data consist of interviews with 80 clients and sellers of professional services. Findings The authors offer a framework detailing the interrelationships between knowledge, experience and references as assessed by clients. In particular, references are used to evaluate experience, which in turn function as a proxy for how clients assess knowledge. Also, the study shows how the clients’ assessment of professional knowledge assets involves multiple levels and factors. Research limitations/implications Limited research has been conducted to understand client preferences and PSF competitive advantage from a client perspective. This paper contributes to extant literature on knowledge management by integrating it with insights from recent developments within service marketing focusing on client centricity and the role of clients in value creation. This perspective complements and extends what is already known about knowledge management. Practical implications The paper suggests that while it is essential to manage knowledge as such, references and experience has a very central role in selling and commercializing knowledge-intensive services. Thus, to the degree that clients buy knowledge, sellers should think carefully about how experience and references are developed, captured and conveyed to clients. From a client point, the identified framework has value in offering a client-centric conceptualization of knowledge that can be used as a starting point in defining their knowledge needs and in structuring and professionalizing their purchasing efforts related to professional services. Originality/value Knowledge-intensive service organizations sell their knowledge and resources to clients directly as experts and indirectly through their services. It is therefore imperative for these organizations to understand how their knowledge is evaluated by buyers. The paper takes a unique client-centric perspective in understanding knowledge from a buyer’s point of view and as perceived by the buyer, which largely has been lacking in existing knowledge management research.

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Sharma, Ravi S., Ganesh Chandrasekar, and Bharathkumar Vaitheeswaran. "A Knowledge Framework for Development." International Journal of Knowledge Management 6, no. 4 (October 2010): 1–23. http://dx.doi.org/10.4018/jkm.2010100101.

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In this article, the authors investigate the diverse dimensions of a knowledge society. First, the relevant literature on post industrial societies is reviewed to identify the key constituents of successful growth and development. The authors then propose a 10-dimension framework within political, economic, social and technological parameters that describe the state of evolution of a given knowledge society. Knowledge assessment scores, human development indices, technology readiness scores and competitiveness scores are selected as composite indicators of knowledge societies. Proxy indicators are assigned for the dimensions, and secondary data was gathered from reputed international sources. Partial Pearson Correlation Analysis was done between the proxy indicators and the composite scales to determine the direction and strength of relationships. Hygiene factors and competitive factors of a knowledge society are distilled from the empirical results and recommendations are suggested to address some areas of concern when pursuing policies for knowledge based development.

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Preece, Alun D. "Toward a quality assessment framework for knowledge-based systems." Journal of Systems and Software 29, no. 3 (June 1995): 219–34. http://dx.doi.org/10.1016/0164-1212(94)00106-w.

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Xu, Yi, Hong Fei Zhan, Jun He Yu, and Li Sun. "Design of a Knowledge-Based Self-Assessment System for Enterprise Knowledge Management Evaluation." Applied Mechanics and Materials 37-38 (November 2010): 322–26. http://dx.doi.org/10.4028/www.scientific.net/amm.37-38.322.

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Performance evaluation for knowledge management in organization is an important task under enterprise management. This paper designed a knowledge-based self-assessment system model based on Criteria for Performance Excellent framework established by National Institute of Standards and Technology (NIST). Firstly, the base framework and self-assessment scoring guidelines were introduced and explained. The paper also did requirement analysis for the system and explained the system function in details. Lastly, system process model and flowchart of primary function was designed.

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TSAI, CHIEN-TZU, and WAN-FEN LIAO. "A FRAMEWORK FOR OPEN INNOVATION ASSESSMENT." International Journal of Innovation Management 18, no. 05 (October 2014): 1450040. http://dx.doi.org/10.1142/s1363919614500406.

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Innovation is the key for an organization to achieve sustainable development. Open innovation which emphasizes the integration of internal and external resources in an organization has brought about a new perspective in technological developments. In order to promote and ensure the performance of the open innovation, an assessment framework and the evaluation indicators are required. This study extracted dimensions from literatures and propose knowledge operation is an important element as well as knowledge exploitation and exploration in open innovation practice. After compiling opinions from both academic researchers and business experts and flowed into hierarchy analysis, "non-R&D employee involvement" was the most significant. The developed indicators were conducted in a survey to nine industrial parks and one science park to verify the reliability of assessment. The results reflected that the medium size company which has capability and awareness in open innovation usually falls into lower performance than they expected.

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Wang, Yanan, Jiaqi Tao, Weipeng Liu, Tao Peng, Renzhong Tang, and Qi Wu. "A Knowledge-enriched Framework for Life Cycle Assessment in Manufacturing." Procedia CIRP 105 (2022): 55–60. http://dx.doi.org/10.1016/j.procir.2022.02.010.

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김관영 and Ohbyung Kwon. "A Knowledge Management Assessment Framework Based on Impact of Investment." Knowledge Management Society of Korea 9, no. 1 (June 2008): 117–28. http://dx.doi.org/10.15813/kmr.2008.9.1.007.

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Reza Ghezel Arsalan, Mohammad, Jalil Heidary Dahooei, and Ali Zolghadr Shojai. "A value-based framework for the assessment of knowledge workers." VINE 44, no. 2 (May 6, 2014): 295–318. http://dx.doi.org/10.1108/vine-05-2012-0017.

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Sabetzadeh, Farzad, and Eric Tsui. "An effective knowledge quality framework based on knowledge resources interdependencies." VINE 45, no. 3 (August 10, 2015): 360–75. http://dx.doi.org/10.1108/vine-07-2014-0048.

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Purpose – The purpose of this paper is to introduce a new knowledge quality assessment framework based on interdependencies between content and schema as knowledge resources to enhance the quality of the knowledge that is being generated, disseminated and stored in a collaborative environment. Design/methodology/approach – A knowledge elaboration approach is based on intervening factors of schematic clustering applied to a trial wiki bulletin board. Through this schematic intervention in the form of group creation within a wiki environment, a user-centric mechanism is created to substantiate, compose and narrate the generated contents in a self-organizing way. Findings – Through this approach, quality in content can be enhanced by means of a favourably manipulated collaboration schema adopted by the knowledge management system (KMS) users instead of applying knowledge mining tools. Research limitations/implications – With consideration to trust as a significant factor in this study, the verification and referral process may vary for KMS structures that are of larger scale or in low-trust collaborative environments. Originality/value – This study demonstrates transition to higher quality knowledge with less time spent on the original content refinement and composition by paying due consideration to the interdependencies between knowledge resource content and its schema. Validation is done via a clustered group structure in a specially designed wiki which had been used as a discussion bulletin board on directed topics over an extended period.

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Zheng, Yuanshuo, Shujuan Sun, Chenyang Li, Jingtang Luo, Jiuling Dong, Yudong Wang, and Xiaolong Yang. "Technoeconomic Assessment Based on Active Context-Knowledge Orchestration for Power Internet of Things." Security and Communication Networks 2021 (October 31, 2021): 1–14. http://dx.doi.org/10.1155/2021/5499653.

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Power Internet of Things (abbreviated as PIoT) is the information infrastructure to provide ubiquitous perception ability for smart grid (abbreviated as SG). To better deploy and utilize PIoT, its perception ability must be comprehensively assessed in terms of technical performance and economic benefits. However, at present, there is no assessment framework for PIoT due to the high diversity and heterogeneousness of SG scenarios. Additionally, there is information overlap between metrics in the assessment framework. The assessment model which could remove redundant information between metrics and simplify the assessment framework is an urgent demand to improve the effectiveness and timeliness of assessment. Consequently, first, aiming at the power system requirements of complex and diverse, a general assessment framework is put forward to assess the ability of PIoT in terms of technology and economy. Next, the requirement characteristics of power distribution scenario (abbreviated as PDS) are precisely analyzed with active context-knowledge orchestration technology. The general assessment framework is instantiated to build an instantiation assessment scheme in PDS. Moreover, an assessment model is established based on the instantiation assessment scheme to assess the efficiency of PIoT in Beijing. Finally, the assessment model is further refined with the machine learning technology to improve the efficiency of assessment. This refinement model achieves the extraction of 4-dimensional metrics from 23-dimensional metrics for assessment and finally improves assessment efficiency by 82.6%.

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Jagger, Paul. "Digital Badging and the Need for Assessment Framework." ITNOW 62, no. 1 (February 17, 2020): 48–49. http://dx.doi.org/10.1093/itnow/bwaa022.

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Darling, Samantha, Blane Harvey, and Gordon M. Hickey. "On the individual and organizational capacities supporting impact assessment: the case of the Yukon Environmental and Socio-Economic Assessment Board." FACETS 7 (January 1, 2022): 674–700. http://dx.doi.org/10.1139/facets-2021-0118.

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Impact assessment (IA) processes rely on the ability of assessment boards and their assessors to gather, synthesize, and interpret knowledge from a variety of sources, making IA a knowledge-based activity. IA boards in northern Canada operate in a context that prioritizes pluralism, where Indigenous knowledge is a key element of decision-making and the ability of practitioners to interact with knowledge—research capacity—affects process effectiveness, credibility, and legitimacy. Drawing on common principles from existing research capacity frameworks, we identify the dimensions of capacity most relevant to more fully realizing inclusive impact assessment processes. We then examine the Yukon Environmental and Socio-Economic Assessment Board (YESAB) as a specialized environmental governance organization with assessors whose research capacity directly impacts process outcomes. Results show that while common dimensions across knowledge-based disciplines, such as sufficient resources (e.g., financial support), are often addressed in the YESAB context, others unique to IA, like contextual understanding, require further examination. The interaction between individual and organizational research capacity is a complex balance between investing in individuals and investing in organizational supports. The proposed framework facilitates multi-scalar supports for individual assessors and assessment bodies alike to navigate balancing technical and value-driven knowledge in assessments.

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Sibley, Kathryn M., and Nancy M. Salbach. "Applying Knowledge Translation Theory to Physical Therapy Research and Practice in Balance and Gait Assessment: Case Report." Physical Therapy 95, no. 4 (April 1, 2015): 579–87. http://dx.doi.org/10.2522/ptj.20130486.

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Background and PurposeKnowledge translation (KT) is an emerging discipline with a focus on implementing health evidence in decision making and clinical practice. Knowledge translation theories provide conceptual frameworks that can direct research focused on optimizing best practice. The objective of this case report is to describe one prominent KT theory—the knowledge-to-action (KTA) framework—and how it was applied to research on balance and gait assessment in physical therapist practice.Case DescriptionValid and reliable assessment tools are recommended to evaluate balance and gait function, but gaps in physical therapy practices are known. The KTA framework's 2-pronged approach (knowledge creation phase and action cycle) guided research questions exploring current practices in balance and gait assessment and factors influencing practice in Ontario, Canada, with the goal of developing and evaluating targeted KT interventions.OutcomesResults showed the rate at which therapists use standardized balance and gait tools was less than optimal and identified both knowledge-to-practice gaps and individual and organizational barriers to implementing best assessment practices. These findings highlighted the need for synthesis of evidence to address those gaps prior to the development of potential intervention strategies.DiscussionThe comprehensive KTA framework was useful in guiding the direction of these ongoing research programs. In both cases, the sequence of the individual KTA steps was modified to improve the efficiency of intervention development, there was a need to go back and forth between the 2 phases of the KTA framework, and additional behavior change and barrier assessment theories were consulted. Continued research is needed to explicitly evaluate the efficacy of applying KT theory to best practice in health care.

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Beydoun, Ghassan, Achim Hoffmann, Rafael Valencia Garcia, Jun Shen, and Asif Gill. "Towards an assessment framework of reuse: a knowledge-level analysis approach." Complex & Intelligent Systems 6, no. 1 (July 11, 2019): 87–95. http://dx.doi.org/10.1007/s40747-019-0116-1.

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Ross, Jen, Jen Scott Curwood, and Amani Bell. "A multimodal assessment framework for higher education." E-Learning and Digital Media 17, no. 4 (June 2, 2020): 290–306. http://dx.doi.org/10.1177/2042753020927201.

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Higher education institutions increasingly expect students to work effectively and critically with multiple modes, semiotic resources and digital tools. However, assessment practices are often insufficient to capture how multimodal artefacts represent disciplinary knowledge in complex ways. This study explores and theorises the design and assessment of students’ digitally mediated multimodal work, and it offers insight into how to effectively communicate expectations and evaluate student learning in a digital age. We propose a framework for multimodal assessment that takes account of criticality, creativity, the holistic nature of these assignments and the importance of valuing multimodality.

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Wong, Kuan Yew, and Elaine Aspinwall. "A Fundamental Framework for Knowledge Management Implementation in SMEs." Journal of Information & Knowledge Management 03, no. 02 (June 2004): 155–66. http://dx.doi.org/10.1142/s0219649204000766.

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Knowledge management (KM) is a business discipline that is currently dominated by large businesses. SMEs are generally trailing behind them in terms of applying KM principles. Various frameworks have been developed and reported in the literature, but they possess drawbacks. The characteristics, features and needs of SMEs are often not reflected in them. This paper introduces a framework for implementing KM in the SME sector, which is centred on six major themes: the types of knowledge to be managed, the socio-technical perspective of KM, the formation of a KM coordinating group, the initiatives to be implemented, a guide to deploying these initiatives, and the tools and techniques to support them. A pilot study involving a small group of academics and practitioners in the KM field was used to make a preliminary assessment of it prior to testing it in SMEs. Overall, their evaluation indicated a positive view towards the framework.

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Zou, Yi, Lizhen Jin, Yanbing Li, and Tao Hu. "ASSESSMENT OF KNOWLEDGE INTEGRATION IN STUDENT LEARNING OF BUOYANT FORCE." Journal of Baltic Science Education 21, no. 4 (August 25, 2022): 720–38. http://dx.doi.org/10.33225/jbse/22.21.720.

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Students’ problem-solving ability depends on their understanding of related scientific concepts. Therefore, the modeling and assessment of students’ understanding of specific scientific concepts is important to promote students’ problem-solving ability, as it can find students’ understanding difficulties and explore breakthrough strategies accordingly. Inspired by the theory of knowledge integration and combined with the situational characteristics of science education in China, this study established a conceptual framework about buoyant force, which was applied to model students’ different understandings of it. And based on the established framework, an assessment of buoyant force was designed and tested among 622 Chinese lower-secondary school students. Through the analysis of the test data and the interview outcomes, it was found that students’ understanding of buoyant force could be divided into three levels of knowledge integration including novice, intermediate, and expert. Furthermore, the results demonstrate that an emphasis on the nature of buoyant force can be an effective strategy to help students achieve a deeper conceptual understanding of buoyant force, leading to a more integrated knowledge structure. Keywords: assessment of knowledge integration, buoyant force, central idea, conceptual framework, scientific concept understanding

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Yang, Yuqin, Jan van Aalst, and Carol Chan. "Examining Online Discourse Using the Knowledge Connection Analyzer Framework and Collaborative Tools in Knowledge Building." Sustainability 13, no. 14 (July 19, 2021): 8045. http://dx.doi.org/10.3390/su13148045.

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This study examines the problem of the fragmentation of asynchronous online discourse by using the Knowledge Connection Analyzer (KCA) framework and tools and explores how students could use the KCA data in classroom reflections to deepen their knowledge building (KB) inquiry. We applied the KCA to nine Knowledge Forum® (KF) databases to examine the framework, identify issues with online discourse that may inform further development, and provide data on how the tools work. Our comparisons of the KCA data showed that the databases with more sophisticated teacher–researcher co-design had higher KCA indices than those with regular KF use, validating the framework. Analysis of KF discourse using the KCA helped identify several issues including limited collaboration among peers, underdeveloped practices of synthesizing and rising above of collective ideas, less analysis of conceptual development of discussion threads, and limited collaborative reflection on individual contribution and promising inquiry direction. These issues that open opportunities for further development cannot be identified by other present analytics tools. The exploratory use of the KCA in real classroom revealed that the KCA can support students’ productive reflective assessment and KB. This study discusses the implications for examining and scaffolding online discussions using the KCA assessment framework, with a focus on collective perspectives regarding community knowledge, synthesis, idea improvement, and contribution to community understanding.

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Pfefferbaum, MD, JD, Betty, Anne K. Jacobs, PhD, and J. Brian Houston, PhD. "Children and disasters: A framework for mental health assessment." Journal of Emergency Management 10, no. 5 (September 1, 2012): 349. http://dx.doi.org/10.5055/jem.2012.0112.

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Background: Providers serving children’s mental health needs face the complexities of tailoring assessments based on developmental stages, family characteristics, school involvement, and cultural and economic factors.This task is even more challenging in the face of a disaster, terrorist incident, or other mass trauma event. Traditional mental health knowledge and skills may not be sufficient to meet children’s needs in these chaotic situations. Unfortunately, disaster planning and response often overlook or only briefly address the unique mental health needs of children. While there is general agreement that children have specific vulnerabilities, few comprehensive plans exist for identifying and addressing children’s mental health needs predisaster and postdisaster.Objectives/methods: Based on a review of the literature, the objectives of this article are to provide an overview of the central tenets of assessment with children throughout the course of a disaster and to propose a framework for disaster mental health assessment that can be used by a variety of providers in community disaster planning and response.Results: Disaster-related assessments are described including surveillance, psychological triage, needs assessment, screening, clinical evaluation, and program evaluation. This article also identifies easily accessible resources for responders and providers who desire to become more familiar with child disaster mental health assessment concepts.Conclusions: The framework described here provides an overview for understanding how assessment can be conducted to identify child and family needs and to inform the delivery of services following a disaster.

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Mangialardi, Giovanna, and Giulia Spadafina. "Towards an European framework for social housing assessment." ARCHIVIO DI STUDI URBANI E REGIONALI, no. 134 (August 2022): 74–101. http://dx.doi.org/10.3280/asur2022-134004.

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Housing is one of the causes of the growing social gap in Europe, but it repre- sents an opportunity for innovation. National differences are a limitation for joint reflections between states. Therefore, starting from a desk analysis of European reports, the article proposes an innovative framework of eight indicators useful to define and compare social housing systems. The framework represents a possible tool to systematise knowledge on housing to facilitate inclusive actions and support shared choices.

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Metli, Akın, and Jennie F. Lane. "International Mindedness: A Revised Conceptual Framework." Journal of Research in International Education 19, no. 3 (December 2020): 202–19. http://dx.doi.org/10.1177/1475240920976229.

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This paper suggests a revised framework for explaining, developing and assessing international mindedness (IM). A review of the literature – that presents initiatives, challenges, and debates regarding IM – concludes with an overview of selected conceptual frameworks that have been used to develop a shared understanding of IM. When the authors applied one of these frameworks in a previous empirical study, they found during data analysis that some aspects of the framework’s key pillars played a more supportive role and that other components of IM needed further identification. As a result, this paper proposes a revision of the framework that features intercultural competence and global engagement, and identifies more specific components of these attributes, namely knowledge, skills, dispositions, and agency. The paper includes another review of the literature to emphasise how these components are important for the development, implementation, and assessment of international mindedness.

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Tsai, Chien Tzu, Pao Long Chang, Tzu Chuan Chou, and Yih Ping Cheng. "An integration framework of innovation assessment for the knowledge-intensive service industry." International Journal of Technology Management 30, no. 1/2 (2005): 85. http://dx.doi.org/10.1504/ijtm.2005.006346.

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McLean, Christopher, Eloise Monger, and Isabella Lally. "Assessment of practice using the National Health Service Knowledge and Skills Framework." Nursing in Critical Care 10, no. 3 (May 2005): 136–42. http://dx.doi.org/10.1111/j.1362-1017.2005.00112.x.

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Espinoza, MA, and B. Cabieses. "How to Institutionalize The “Knowledge to Action” Framework for Health Technology Assessment?" Value in Health 18, no. 7 (November 2015): A569—A570. http://dx.doi.org/10.1016/j.jval.2015.09.1876.

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Kvile, Kristina Ø., Gerald H. Taranto, Tony J. Pitcher, and Telmo Morato. "A global assessment of seamount ecosystems knowledge using an ecosystem evaluation framework." Biological Conservation 173 (May 2014): 108–20. http://dx.doi.org/10.1016/j.biocon.2013.10.002.

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NGUYỄN TRỌNG, HOÀI. "Knowledge Economy: Analytical Framework and Policy Implications for Vietnam." Journal of Asian Business and Economic Studies 219 (January 1, 2014): 20–33. http://dx.doi.org/10.24311/jabes/2014.219.1.07.

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The paper presents an analytical framework and indicators measuring progress of the knowledge economy according to the knowledge assessment methodology introduced by the World Bank. Estimations of Vietnam’s progress to the knowledge economy show that Vietnam has made great efforts to build the knowledge economy, especially by developing information and communication technologies. However, the gap between Vietnam’s knowledge economy and other economies in Asia as well as the world is still wide, especially in such pillars as institutional regime, education, and development of innovation. Vietnam, therefore, should adopt uniform policies on an overall and profound reform in education and technology and in administrative machinery to accelerate the development of knowledge economy.

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IVARSSON, MARTIN, and TONY GORSCHEK. "PRACTICE SELECTION FRAMEWORK." International Journal of Software Engineering and Knowledge Engineering 22, no. 01 (February 2012): 17–58. http://dx.doi.org/10.1142/s0218194012500027.

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Knowledge management (KM) in software engineering and software process improvement (SPI) are challenging. Most existing KM and SPI frameworks are too expensive to deploy or do not take an organization's specific needs or knowledge into consideration. There is thus a need for scalable improvement approaches that leverage knowledge already residing in the organizations. This paper presents the Practice Selection Framework (PSF), an Experience Factory approach, enabling lightweight experience capture and use by utilizing postmortem reviews. Experiences gathered concern performance and applicability of practices used in the organization, gained from concluded projects. Project managers use these as decision support for selecting practices to use in future projects, enabling explicit knowledge transfer across projects and the development organization as a whole. Process managers use the experiences to determine if there is potential for improvement of practices used in the organization. This framework was developed and subsequently validated in industry to get feedback on usability and usefulness from practitioners. The validation consisted of tailoring and testing the framework using real data from the organization and comparing it to current practices used in the organization to ensure that the approach meets industry needs. The results from the validation are encouraging and the participants' assessment of PSF and particularly the tailoring developed was positive.

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Bukowski, Lech. "Logistics decision-making based on the maturity assessment of imperfect knowledge." Engineering Management in Production and Services 11, no. 4 (December 18, 2019): 65–79. http://dx.doi.org/10.2478/emj-2019-0034.

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Abstract The main purpose of this article is to develop a method that allows for an objective quality assessment of imperfect knowledge, which is necessary for decision-making in logistics. The methodology aimed at achieving this goal is established on the system analysis of the entire process employed for obtaining, processing and using data and information as well as the knowledge generated on this basis. The result of this work is a general framework that can be used for managerial decision-making in smart systems that are part of Industry 4.0, and, in particular, Logistics 4.0. A key theoretical contribution of this framework is the concept for quantitative assessment of the maturity of imperfect knowledge acquired from Big Data. The practical implication of this concept is the possibility to use the framework for the assessment of the acceptable risk associated with a managerial decision. For this purpose, the article presents a brief example of how to use this methodology in the risk-taking decision-making process. Finally, the summary and discussion of the results are offered.

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Lean, Graham, and Wendy Barber. "Authentic Assessment in Higher Education: Applying a Habermasian Framework." European Conference on e-Learning 21, no. 1 (October 21, 2022): 223–29. http://dx.doi.org/10.34190/ecel.21.1.913.

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The pursuit of authentic assessment has challenged educators to redesign and reformulate assessment and evaluation to better meet the needs of digital-era learners. Its primary goal has been to bring more accurate representations of “real world” situations and characteristics to education through assessment. However, these moves toward authentic assessment have too often limited notions of authenticity to an external real world, which itself is often limited to the world of work. This restricted view of authenticity in assessment risks neglecting key aspects of students’ ontological and epistemological subjectivity, and their ever-changing, evolving and authentic notions of self. Authentic assessment requires a holistic approach that underscores the student as an individual within a society. This means we must strike a balance between social expectations and individual autonomy because authentic assessment that aims to replicate the world of work risks neglecting student agency, self-determination and the desire to achieve subjective authenticity. This paper’s purpose is to critically interrogate authentic assessment and analyse theoretical frameworks upon which higher education can build and implement balanced and holistic approaches to authenticity in assessment. Resting on Jurgen Habermas’ Knowledge Constitutive Interests, the authors argue for a more balanced approach to authentic assessment that incorporates human drives for objectified knowledge, communicative rationality, and emancipatory learning. After establishing the relevance of Habermas’ theoretical framework to authentic assessment, this paper examines the value of self, peer and negotiated assessment and the potential of digital tools to aid these processes.

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Dinh, Hanh. "Towards a Knowledge-rich Curriculum." Journal of Curriculum Studies Research 1, no. 1 (December 3, 2019): 54–70. http://dx.doi.org/10.46303/jcsr.01.01.5.

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This action research is to develop a framework of knowledge-rich curriculum from the knowledge-based curriculum. Rather than to replace current approaches to knowledge-based learning, this article enriches the knowledge mining orientations with additional criteria for organizing and assessing knowledge to ensure the quality of educational experience through which those orientations are developed. The proposed curriculum is characterized by principles for specific components: content, teacher roles, teaching sequence, and assessment. It presents one typical class session and teacher reflections that actualized the framework put into practice with Secondary education for English as a Foreign Language in Vietnam during 2016-2017 academic year.

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Kim, Seonghun, Woojin Kim, Yeonju Jang, Seongyune Choi, Heeseok Jung, and Hyeoncheol Kim. "Student Knowledge Prediction for Teacher-Student Interaction." Proceedings of the AAAI Conference on Artificial Intelligence 35, no. 17 (May 18, 2021): 15560–68. http://dx.doi.org/10.1609/aaai.v35i17.17832.

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The constraint in sharing the same physical learning environment with students in distance learning poses difficulties to teachers. A significant teacher-student interaction without observing students' academic status is undesirable in the constructivist view on education. To remedy teachers' hardships in estimating students' knowledge state, we propose a Student Knowledge Prediction Framework that models and explains student's knowledge state for teachers. The knowledge state of a student is modeled to predict the future mastery level on a knowledge concept. The proposed framework is integrated into an e-learning application as a measure of automated feedback. We verified the applicability of the assessment framework through an expert survey. We anticipate that the proposed framework will achieve active teacher-student interaction by informing student knowledge state to teachers in distance learning.

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Hodwitz, Kathryn, William Tays, and Rhoda Reardon. "Redeveloping a workplace-based assessment program for physicians using Kane’s validity framework." Canadian Medical Education Journal 9, no. 3 (July 29, 2018): e14-24. http://dx.doi.org/10.36834/cmej.42286.

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This paper describes the use of Kane’s validity framework to redevelop a workplace-based assessment program for practicing physicians administered by the College of Physicians and Surgeons of Ontario. The developmental process is presented according to the four inferences in Kane’s model. Scoring was addressed through the creation of specialty-specific assessment criteria and global, narrative-focused reports. Generalization was addressed through standardized sampling protocols and assessor training and consensus-building. Extrapolation was addressed through the use of real-world performance data and an external review of the scoring tools by practicing physicians. Implications were theoretically supported through adherence to formative assessment principles and will be assessed through an evaluation accompanying the implementation of the redeveloped program. Kane’s framework was valuable for guiding the redevelopment process and for systematically collecting validity evidence throughout to support the use of the assessment for its intended purpose. As the use of workplace-based assessment programs for physicians continues to increase, practical examples are needed of how to develop and evaluate these programs using established frameworks. The dissemination of comprehensive validity arguments is vital for sharing knowledge about the development and evaluation of WBA programs and for understanding the effects of these assessments on physician practice improvement.

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Feeney, Kevin Chekov, Declan O'Sullivan, Wei Tai, and Rob Brennan. "Improving Curated Web-Data Quality with Structured Harvesting and Assessment." International Journal on Semantic Web and Information Systems 10, no. 2 (April 2014): 35–62. http://dx.doi.org/10.4018/ijswis.2014040103.

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This paper describes a semi-automated process, framework and tools for harvesting, assessing, improving and maintaining high-quality linked-data. The framework, known as DaCura1, provides dataset curators, who may not be knowledge engineers, with tools to collect and curate evolving linked data datasets that maintain quality over time. The framework encompasses a novel process, workflow and architecture. A working implementation has been produced and applied firstly to the publication of an existing social-sciences dataset, then to the harvesting and curation of a related dataset from an unstructured data-source. The framework's performance is evaluated using data quality measures that have been developed to measure existing published datasets. An analysis of the framework against these dimensions demonstrates that it addresses a broad range of real-world data quality concerns. Experimental results quantify the impact of the DaCura process and tools on data quality through an assessment framework and methodology which combines automated and human data quality controls.

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Metzler, Michael W., and Bonnie L. Tjeerdsma. "PETE Program Assessment Within a Development, Research, and Improvement Framework." Journal of Teaching in Physical Education 17, no. 4 (July 1998): 468–92. http://dx.doi.org/10.1123/jtpe.17.4.468.

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This paper describes a development, research, and improvement (DRI) framework for conducting comprehensive program assessment in physical education teacher education (PETE) programs. The DRI model has three main stages: development, research, and decision-making for improvement. Each stage is comprised of a series of questions that allow a PETE faculty to proceed through program assessment to arrive at a “custom made” plan. The framework functions mainly on the collection of valid and reliable data gathered by using existing systematic observation instruments, qualitative techniques, and psychometric instruments from the current sport pedagogy literature. The resulting data are then used to monitor students’ acquisition of the program’s intended pedagogical skills, content knowledge, performance knowledge, beliefs-attitudes, and professional dispositions. Having become a “learning organization,” the PETE faculty is then able to make more systematic decisions about improving selected program components.

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Uhlenbeck, Anne M., Nico Verloop, and Douwe Beijaard. "Requirements for an Assessment Procedure for Beginning Teachers: Implications from Recent Theories on Teaching and Assessment." Teachers College Record: The Voice of Scholarship in Education 104, no. 2 (March 2002): 242–72. http://dx.doi.org/10.1177/016146810210400204.

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The purpose of this study was to determine the best approach to the development of procedures to assess beginning teachers. First, studies on teacher thinking, teacher development, teacher learning and teacher knowledge were reviewed to obtain information on the most current views on the nature of teaching. Second, studies on new approaches to teacher assessment and on issues of validity and reliability were examined. An analysis of these topics yielded a set of implications that could be used as a basis for an adequate evaluation procedure. We propose a framework that consists of 15 implications for the development of beginning teacher assessments. We illustrate how the framework was applied in the development of an assessment procedure for beginning teachers.

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Gholami, Hamed, Muhamad Saman, Safian Sharif, Jauharah Md Khudzari, Norhayati Zakuan, Dalia Streimikiene, and Justas Streimikis. "A General Framework for Sustainability Assessment of Sheet Metalworking Processes." Sustainability 12, no. 12 (June 18, 2020): 4957. http://dx.doi.org/10.3390/su12124957.

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The sheet metalworking industries possess minimal knowledge in the area of sustainability despite having served as sub-contractors to various industrial sectors. This also highlights that suitable indicators for measuring the sustainability performance of sheet metalworking operations are poorly addressed. As sustainability assessment is regarded as a vital part of sustainable development, this paper has been aimed at establishing a general framework for sustainability assessment of sheet metalworking processes. The main attention was paid to two important processes—the cutting operations with a CNC turret punch press machine and sheet metal bending operations with CNC press brake machine. Stepwise guidelines to implement the proposed framework in sheet metalworking industries are consequently presented. Besides, this study contributes to developing an applicable sustainability indicator set for assessing such manufacturing processes. It makes a valuable contribution to advancing the narrow body of knowledge on the under-researched scope.

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Colomer, Jordi, Laura Serra, Dolors Cañabate, and Teresa Serra. "Evaluating Knowledge and Assessment-Centered Reflective-Based Learning Approaches." Sustainability 10, no. 9 (September 1, 2018): 3122. http://dx.doi.org/10.3390/su10093122.

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This paper addresses the development of knowledge and assessment-centered learning approaches within a reflective learning framework in a first-year physics class in a university faculty. The quality of students’ reflections was scored using a Self-reporting Reflective Learning Appraisal Questionnaire at the end of each learning approach. The results showed the differences between the approaches based on reflections on the learning control through self-knowledge, by connecting experience and knowledge, as well as through self-reflection and self-regulation. Assessment-centered activities fundamentally help students identify aspects of their attitudes towards, as well as regulate, their sustainability learning education.

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Torres-Coronas, Teresa, and M. Arántzazu Vidal-Blasco. "Adapting a Face-To-Face Competence Framework for Digital Competence Assessment." International Journal of Information and Communication Technology Education 7, no. 1 (January 2011): 60–69. http://dx.doi.org/10.4018/jicte.2011010106.

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In the present landscape of technological change there is increasing awareness of the need to support the acquisition of digital competences. In this paper, the authors address how digital competences can be developed through formal learning. The authors examine and demonstrate the design of a web 2.0 learning experience implemented at the Universitat Rovira i Virgili, which developed both digital competences and management knowledge. The authors argue that higher education academics should continue to expand their awareness of web 2.0 applications and the role they can play in optimizing learning and knowledge creation among students, the digital workers of the future.

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Maramba, George, and Hanlie Smuts. "A Framework for Implementing a Computer-Based Knowledge Management System in Healthcare Organisations." International Journal of Knowledge Management 18, no. 1 (January 1, 2022): 1–30. http://dx.doi.org/10.4018/ijkm.313640.

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Computer-based knowledge management systems provide sustainable management of organisational knowledge. The adoption of computer-based knowledge management systems assists organisations in harmonizing critical knowledge pertaining to their business procedures, and processes to effectively collaborate, reuse, and coordinate their efforts. However, available studies show that the implementation of computer-based knowledge management systems is problematic across a multitude of organisations, especially those in the healthcare sector. In this study, a framework and assessment tool were developed to enable healthcare organisations implement computer-based knowledge management systems successfully. The framework and assessment tool developed were tested as a proof of concept and the evaluation was done by two healthcare knowledge management executives and two industry experts. The framework provides implementation teams with a holistic approach, guidance, and conduct of good practice towards implementing a computer-based knowledge management system, which increases chances of success.

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RIBEIRO, Mónica I. F., Fernando A. F. FERREIRA, Marjan S. JALALI, and Ieva MEIDUTĖ-KAVALIAUSKIENĖ. "A FUZZY KNOWLEDGE-BASED FRAMEWORK FOR RISK ASSESSMENT OF RESIDENTIAL REAL ESTATE INVESTMENTS." Technological and Economic Development of Economy 23, no. 1 (January 22, 2017): 140–56. http://dx.doi.org/10.3846/20294913.2016.1212742.

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Risk analysis of residential real estate investments requires careful analysis of certain variables (or determinants). Because real estate is a key sector for economic and social development, this risk analysis is seen as critical in supporting decision processes relating to buying or selling residential properties, partly due to the pressures caused by the current economic environment. This study aims to develop a conceptual reference model for risk assessment of residential real estate using fuzzy cognitive mapping. This fuzzy model allows cause-and-effect relationships between determinants to be identified and better understood, which in turn allows for better informed investment decisions. The results show that the use of cognitive maps reduces the number of omitted criteria and favors learning with regard to how the criteria relate to each other, holding great potential and versatility in structuring complex decision problems. Practical implications, strengths and weaknesses of our proposal are discussed.

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Currie, Wendy L. "A knowledge-based risk assessment framework for evaluating web-enabled application outsourcing projects." International Journal of Project Management 21, no. 3 (April 2003): 207–17. http://dx.doi.org/10.1016/s0263-7863(02)00095-9.

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Matthies, Benjamin, and André Coners. "Document Selection for Knowledge Discovery in Texts: Framework Development and Demonstration." Journal of Information & Knowledge Management 16, no. 04 (November 23, 2017): 1750038. http://dx.doi.org/10.1142/s0219649217500381.

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The large and constantly growing amounts of available text documents hold great potential for the exploration of knowledge. However, in the light of the vast quantity and variety of available documents, one fact should not be forgotten: the results of a knowledge discovery in texts are only as good as the underlying document collection. That is why analysts have to ensure that document collections adequately represent the specific area under examination and thereby to minimise the bias and to maximise the generalisable nature of the knowledge brought to light. Surprisingly, knowledge management research has barely paid any attention to the problems of such a document quality assessment and rigorous document selection. This paper addresses that research gap and makes two contributions: In the first step, building on a cross-disciplinary exchange with social research, development of a framework for the quality assessment and collection of documents. This artefact provides concrete guidance for compiling suitable, high-quality document collections and makes a contribution to ensuring “document collection quality” within the context of knowledge discovery in texts. In the second step, the framework is evaluated in a practical demonstration. In this context, the demonstration also exemplifies how different document collections influence the results of knowledge discoveries.

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Alnajem, Mohamad, Jose Arturo Garza-Reyes, and Jiju Antony. "Lean readiness within emergency departments: a conceptual framework." Benchmarking: An International Journal 26, no. 6 (August 5, 2019): 1874–904. http://dx.doi.org/10.1108/bij-10-2018-0337.

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PurposeThe purpose of this paper is to develop a framework to assess the lean readiness within emergency departments (EDs) and identify the key quality practices deemed essential for lean system (LS) implementation.Design/methodology/approachAn extensive review of the lean healthcare literature was conducted, including LS implementation within the healthcare sector (both generally and in EDs), best ED quality practices, essential factors for LS implementation within healthcare and lean readiness assessment frameworks. The authors identified six main categories from a literature review (top management and leadership, human resources, patient relations, supplier relations, processes and continuous improvement (CI)), and validated these based on experts’ opinion.FindingsSeveral factors were identified as crucial for EDs, including top management and leadership, human resources, patient relations, supplier relations, processes and CI.Research limitations/implicationsThe framework has not yet been tested, which prevents the author from declaring it fit for EDs.Practical implicationsThis framework will help ED managers determine the factors that will enable/hinder the implementation of LSs within their premises.Originality/valueTo the author’s knowledge, this is the first lean readiness assessment framework for EDs and one of the few lean readiness assessment frameworks in the literature.

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YOUSIF, Nagwa Babiker Abdalla, Katarzyna GRONDYS, Salah GAD, and Walaa ELSAYED. "Knowledge management in non-governmental organizations (NGOs)." ADMINISTRATIE SI MANAGEMENT PUBLIC 1, no. 35 (November 27, 2020): 90–108. http://dx.doi.org/10.24818/amp/2020.35-06.

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The purpose of this study is to identify factors that influence knowledge management and evaluate its effectiveness in non-governmental organizations in the context of an integrative-oriented approach. The assessment framework for knowledge management effectiveness offered in this study permits the evaluation of decision-making alternatives and their impact on the effectiveness of knowledge management. The analysis of knowledge management effectiveness was performed using a coefficient-based assessment method on practices such as knowledge creation, knowledge acquisition, and knowledge attraction. The assessment framework incorporates both rational and asymmetry-driven styles in the decision-making practice. The study involved six nongovernmental organizations of various specializations from across the globe. The majority of non-governmental organizations showed an upward trend in the knowledge management effectiveness over the past five years. The knowledge creation asymmetry was established. The analysis of knowledge management alternative revealed that five out of six non-governmental organizations should continue those process that were effective at the time of the study and only one organization needs to move to a practice that was less effective during the research period. The major finding is that actions aimed at enhancing the least effective practice will fail to be as effective as the asymmetry-driven decision, even if they ensure a double increment

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Bucx, T. H. M., C. J. M. van Ruiten, G. Erkens, and G. de Lange. "An integrated assessment framework for land subsidence in delta cities." Proceedings of the International Association of Hydrological Sciences 372 (November 12, 2015): 485–91. http://dx.doi.org/10.5194/piahs-372-485-2015.

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Abstract. In many delta cities land subsidence exceeds absolute sea level rise up to a factor of ten by excessive groundwater extraction related to rapid urbanization and population growth. Without change, parts of Jakarta, Ho Chi Minh City, Bangkok and numerous other delta (and coastal) cities will sink below sea level. Increased flooding and also other widespread impacts of land subsidence result already in damage of billions of dollars per year. In order to gain insight in the complex, multi-sectoral aspects of subsidence, to raise awareness and to support decision making on appropriate adaptation strategies and measures, an Integrated Assessment Framework (IAF) for subsidence is introduced, illustrated by several (delta) case studies. Based on that a list of 10 generic key issues and possible solutions is presented in order to further develop and support a (generic) approach how to deal with subsidence in current and future subsidence-prone areas. For exchange of experiences and knowledge development.on subsidence in deltas the Delta Alliance, a knowledge network of deltas worldwide, can be supportive.

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Bruzón, Adrián G., Patricia Arrogante-Funes, Fátima Arrogante-Funes, Fidel Martín-González, Carlos J. Novillo, Rubén R. Fernández, René Vázquez-Jiménez, et al. "Landslide Susceptibility Assessment Using an AutoML Framework." International Journal of Environmental Research and Public Health 18, no. 20 (October 19, 2021): 10971. http://dx.doi.org/10.3390/ijerph182010971.

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The risks associated with landslides are increasing the personal losses and material damages in more and more areas of the world. These natural disasters are related to geological and extreme meteorological phenomena (e.g., earthquakes, hurricanes) occurring in regions that have already suffered similar previous natural catastrophes. Therefore, to effectively mitigate the landslide risks, new methodologies must better identify and understand all these landslide hazards through proper management. Within these methodologies, those based on assessing the landslide susceptibility increase the predictability of the areas where one of these disasters is most likely to occur. In the last years, much research has used machine learning algorithms to assess susceptibility using different sources of information, such as remote sensing data, spatial databases, or geological catalogues. This study presents the first attempt to develop a methodology based on an automatic machine learning (AutoML) framework. These frameworks are intended to facilitate the development of machine learning models, with the aim to enable researchers focus on data analysis. The area to test/validate this study is the center and southern region of Guerrero (Mexico), where we compare the performance of 16 machine learning algorithms. The best result achieved is the extra trees with an area under the curve (AUC) of 0.983. This methodology yields better results than other similar methods because using an AutoML framework allows to focus on the treatment of the data, to better understand input variables and to acquire greater knowledge about the processes involved in the landslides.

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Walick, Christopher M., and Matthew K. Burns. "A Proposed Algebra Assessment for Use in a Problem-Analysis Framework." Assessment for Effective Intervention 42, no. 3 (February 1, 2017): 150–59. http://dx.doi.org/10.1177/1534508417690000.

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Algebra is critical to high school graduation and college success, but student achievement in algebra frequently falls significantly below expected proficiency levels. While existing research emphasizes the importance of quality algebra instruction, there is little research about how to conduct problem analysis for struggling secondary students. This article proposes an assessment model designed to analyze algebra skills for struggling students to assess basic skills in mathematics, algebraic thinking, and algebra content knowledge. Results of the study indicated sufficiently reliable data. Exploratory factor analysis of the data also found three separate factors (basic calculation skills, mathematics application, and algebra content knowledge) that underlie the data. Implications for the classroom, future research, and study limitations are discussed.

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Flores, Nuno, and Ademar Aguiar. "Learning Frameworks in a Social-Intensive Knowledge Environment — An Empirical Study." International Journal of Software Engineering and Knowledge Engineering 27, no. 05 (June 2017): 699–725. http://dx.doi.org/10.1142/s0218194017500267.

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Application frameworks are a powerful technique for large-scale reuse, but require a considerable effort to understand them. Good documentation is costly, as it needs to address different audiences with disparate learning needs. When code and documentation prove insufficient, developers turn to their network of experts. Nevertheless, this proves difficult, mainly due to the lack of expertise awareness (who to ask), wasteful interruptions of the wrong people and unavailability (either due to intrusion or time constraints). The DRIVER platform is a collaborative learning environment where framework users can, in a non-intrusive way, store and share their learning knowledge while following the best practices of framework understanding (patterns). Developed by the authors, it provides a framework documentation repository, mounted on a wiki, where the learning paths of the community of learners can be captured, shared, rated, and recommended. Combining these social activities, the DRIVER platform promotes collaborative learning, mitigating intrusiveness, unavailability of experts and loss of tacit knowledge. This paper presents the assessment of DRIVER using a controlled academic experiment that measured the performance, effectiveness and framework knowledge intake of MSc students. The study concluded that, especially for novice learners, the platform allows for a faster and more effective learning process.

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Journal articles on the topic 'Knowledge assessment framework'

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