Academic literature on the topic 'Learners as assessors'
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Journal articles on the topic "Learners as assessors"
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Dewhirst, S., W. Cheung, N. Dudek, T. Wood, and J. Frank. "LO83: Effect of the transition to an entrustability scale on assessor stringency and leniency on daily encounter cards in emergency medicine." CJEM 22, S1 (May 2020): S37. http://dx.doi.org/10.1017/cem.2020.137.
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Introduction: Workplace based assessments (WBAs) are integral to emergency medicine residency training. However many biases undermine their validity, such as an assessor's personal inclination to rate learners leniently or stringently. Outlier assessors produce assessment data that may not reflect the learner's performance. Our emergency department introduced a new Daily Encounter Card (DEC) using entrustability scales in June 2018. Entrustability scales reflect the degree of supervision required for a given task, and are shown to improve assessment reliability and discrimination. It is unclear what effect they will have on assessor stringency/leniency – we hypothesize that they will reduce the number of outlier assessors. We propose a novel, simple method to identify outlying assessors in the setting of WBAs. We also examine the effect of transitioning from a norm-based assessment to an entrustability scale on the population of outlier assessors. Methods: This was a prospective pre-/post-implementation study, including all DECs completed between July 2017 and June 2019 at The Ottawa Hospital Emergency Department. For each phase, we identified outlier assessors as follows: 1. An assessor is a potential outlier if the mean of the scores they awarded was more than two standard deviations away from the mean score of all completed assessments. 2. For each assessor identified in step 1, their learners’ assessment scores were compared to the overall mean of all learners. This ensures that the assessor was not simply awarding outlying scores due to working with outlier learners. Results: 3927 and 3860 assessments were completed by 99 and 116 assessors in the pre- and post-implementation phases respectively. We identified 9 vs 5 outlier assessors (p = 0.16) in the pre- and post-implementation phases. Of these, 6 vs 0 (p = 0.01) were stringent, while 3 vs 5 (p = 0.67) were lenient. One assessor was identified as an outlier (lenient) in both phases. Conclusion: Our proposed method successfully identified outlier assessors, and could be used to identify assessors who might benefit from targeted coaching and feedback on their assessments. The transition to an entrustability scale resulted in a non-significant trend towards fewer outlier assessors. Further work is needed to identify ways to mitigate the effects of rater cognitive biases.
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Idris, Mardiana Binti, and Abdul Halim Bin Abdul Raof. "LEARNER-DRIVEN ORAL ASSESSMENT CRITERIA FOR ENGLISH PRESENTATION." Journal of Nusantara Studies (JONUS) 4, no. 1 (June 29, 2019): 365. http://dx.doi.org/10.24200/jonus.vol4iss1pp365-383.
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Learner-centred assessment has been widely propagated in learner-centred approach. However, learners are rarely given the opportunity to engineer their own assessment. Therefore, this study attempted to gauge (1) the functionality of learner-driven oral assessment criteria scaling structure and (2) the reliability of learner-assessors in applying their own assessment criteria during oral presentation. In this study, 11 participants from an electrical engineering group, which consists of one year programme matriculation students, participated in assessment criteria development. First, participants discussed suitable criteria and scaling structure in small groups. Secondly, each group presented their oral assessment criteria for peer feedback. Thirdly, participants discussed and finalised the oral assessment criteria for the class. Fourthly, to test the learner-driven assessment criteria, three speakers from the group volunteered to present their speech. While presenting, these speakers were assessed by their peers. Participants’ ratings and scores were later analysed using the Many-Facet Rasch Measurement (MFRM) software. Findings show that despite the criteria being developed by learners, the scaling structures were functioning usefully with the Rasch Threshold measure indicated more than 1.4 logits between assessment levels and the learner-assessor reliability was > 0.80. The significance of this study lies in raising awareness for improving learners’ oral presentation skills as well as developing learner autonomy. Keywords: Learner autonomy, learner-centred, oral skills, Rasch measurement. Cite as: Idris, M. & Abdul Raof, A. H. (2019). Learner-driven oral assessment criteria for English presentation. Journal of Nusantara Studies, 4(1), 365-383. http://dx.doi.org/10.24200/jonus.vol4iss1pp365-383
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Abrache, Mohamed-Amine, Abdelkrim Bendou, and Chihab Cherkaoui. "Clustering and Combinatorial Optimization Based Approach for Learner Matching in the Context of Peer Assessment." Journal of Educational Computing Research 59, no. 6 (February 17, 2021): 1135–68. http://dx.doi.org/10.1177/0735633121992411.
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Peer assessment is a method that has shown a positive impact on learners' cognitive and metacognitive skills. It also represents an effective alternative to instructor-provided assessment within computer-based education and, particularly, in massive online learning settings such as MOOCs. Various platforms have incorporated this mechanism as an assessment tool. However, most of the proposed implementations rely on the random matching of peers. The contributions introduced in this article are intended to step past the randomized approach by modeling learner matching as a many to many assignment problem, and then its resolution by using an appropriate combinatorial optimization algorithm. The adopted approach stands on a matching strategy that is also discussed in this article. Furthermore, we present two key steps on which both the matching strategy and the representation of the problem depend: 1) modeling the learner as an assessor, and 2) clustering assessors into categories that reflect learners’ assessment competency. Additionally, a methodology for increasing the accuracy of peer assessment by weighting the scores given by learners is also introduced. Finally, compared to the random allocation of submissions, the experimentation of the approach has shown promising results in terms of the validity of assessments and the acceptance of peer feedback.
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Shafipoor, Mahdieh, and Farnaz Latif. "The Impact of the Assessors’ Attitude on the Learners’ Oral Assessment Score Pollution." Procedia - Social and Behavioral Sciences 70 (January 2013): 469–75. http://dx.doi.org/10.1016/j.sbspro.2013.01.084.
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Valentine, Nyoli, Ernst Michael Shanahan, Steven J. Durning, and Lambert Schuwirth. "Making it fair: Learners’ and assessors’ perspectives of the attributes of fair judgement." Medical Education 55, no. 9 (June 23, 2021): 1056–66. http://dx.doi.org/10.1111/medu.14574.
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Khabiri, Mona, Soroush Sabbaghan, and Sahar Sabbaghan. "The Relationship between Peer Assessment and the Cognition Hypothesis." English Language Teaching 4, no. 1 (February 28, 2011): 214. http://dx.doi.org/10.5539/elt.v4n1p214.
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It is believed that peer assessment equips learners with a skill set withheld from them by teacher assessments that enhances language learning. However, the benefits of peer assessment are limited to how well learners can conduct peer assessment tasks. Therefore, improving the efficacy of peer assessment is essential. One way to increase the consistency of peer assessment is to increase learner attention during the assessment task. The Cognition Hypothesis states that L2 learners engaged in complex tasks pay attention to more complex linguistic structures; as a result, learning increases (Robinson, 2001a, 2001b, 2005). The purpose of this study was to investigate whether complex tasks, as outlined by the Cognition Hypothesis, improve the accuracy of peer assessment. Thirty female EFL learners conducted three speaking tasks. Each task had a different level of complexity, and participants were assessed by their peers using a rating scale. The results indicated that the absolute mean deviations for the items on the rating scale decreased as task complexity increased. In other words, the findings showed that as task complexity increased, there was more agreement among the assessors. This indicatedthat peer assessment wasmore accurate and consistent for more complex tasks.
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Kurian, Jayan. "The Perception about Assessment Strategies: Learners/Assessors Viewpoint in an Internationally Oriented Assessment Framework." Ubiquitous Learning: An International Journal 3, no. 1 (2011): 157–70. http://dx.doi.org/10.18848/1835-9795/cgp/v03i01/40260.
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Ooi, Li Hsien, and Arathai Din Eak. "Implementation and challenges of accreditation of prior experiential learning: admissions (APEL-A)." Asian Association of Open Universities Journal 14, no. 1 (June 10, 2019): 1–11. http://dx.doi.org/10.1108/aaouj-01-2019-0003.
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Purpose The purpose of this paper is to highlight how accreditation of prior experiential learning (APEL) is implemented, the challenges faced by the APEL assessors while assessing candidates as well as to suggest recommendations for improving the APEL process. Design/methodology/approach This paper is written based on the critical reflection of two accreditation of prior experiential learning: admissions (APEL-A) assessors appointed from a Malaysian Qualifications Agency approved assessment centre. This process would add depth and breadth to the study based on the assessor’s experience. Findings The study identified five challenges in the implementation of APEL-A. They are limited literature and records of the existing practices, conceptualisation of the APEL process, complicated and time-consuming APEL process, standard of acceptance vary according to discipline and lack of continuous training for APEL assessors. The four recommendations for improvements are as follows: the need for transparent and clear guidelines, ensuring consistency in practices and fairness to those from conventional learning, integrating APEL as part of the institution’s academic policy and providing continuous training for all APEL assessors. Originality/value Until now, not much research has been done regarding its implementation in Malaysia. The number of learners enrolled through this form of assessment may be low but growing. The feedback on the implementation of the APEL-A assessment process would be greatly beneficial to the stakeholders involved in improving its implementation process. The highlighted challenges faced as well as the recommendations put forth may also be useful for the continuous improvement of the APEL-A assessment process. Relevant stakeholders would benefit from this study.
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Pienemann, Manfred, Malcolm Johnston, and Geoff Brindley. "Constructing an Acquisition-Based Procedure for Second Language Assessment." Studies in Second Language Acquisition 10, no. 2 (June 1988): 217–43. http://dx.doi.org/10.1017/s0272263100007324.
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This article reports on a first attempt to develop and test run an observation procedure for assessing the syntactic and morphological development of adult learners of English as a second language (ESL) as evidenced in spontaneous speech production. The procedure is based on the profile analysis approach, which was first developed by Crystal, Fletcher, and Gorman (1976) for the assessment of impaired speech (English) and later adapted to the assessment of second language development (German) by Clahsen (1985). The theoretical basis of the procedure is the multidimensional model of second language acquisition (SLA) developed by Meisel, Clahsen, and Pienemann (1981) and extended to ESL acquisition by Pienemann and Johnston (1987a). According to the model, invariant developmental stages in the acquisition of certain syntactic and morphological elements in German and English can be predicted and explained in terms of hierarchically ordered speech processing constraints.In order to assess the developmental stage of ESL learners, an observation form was drawn up, incorporating a selection of morphosyntactic features whose presence or absence in a taped sample of natural speech was monitored by assessors. The ratings made by the assessors were then compared to those assigned through a detailed linguistic analysis to test the feasibility of using a “shorthand” version of a profile analysis.Analysis of the outcomes of the test run revealed significant correlations between the assessments and the linguistic analysis. But some variation was found in the assessors' ability to apply the assessment criteria, and the extent of agreement between the assessors' observations and the linguistic analysis was less than would be acceptable in the given theoretical framework. However, the source of these problems was identified through the first test run and suggestions were made for further refining the procedure to improve its accuracy.
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Dewhirst, S., W. Cheung, N. Dudek, T. Wood, and J. Frank. "LO75: Does the Ottawa emergency department shift observation tool give more useful information – assessing the utility of transitioning to a novel, entrustability based assessment tool in the emergency department." CJEM 22, S1 (May 2020): S34. http://dx.doi.org/10.1017/cem.2020.129.
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Introduction: The Ottawa Emergency Department Shift Observation Tool (O-EDShOT) was recently developed to assess a resident's ability to safely run an ED shift and is supported by multiple sources of validity evidence. The O-EDShOT uses entrustability scales, which reflect the degree of supervision required for a given task. It was found to discriminate between learners of different levels, and to differentiate between residents who were rated as able to safely run the shift and those who were not. In June 2018 we replaced norm-based daily encounter cards (DECs) with the O-EDShOT. With the ideal assessment tool, most of the score variability would be explained by variability in learners’ performances. In reality, however, much of the observed variability is explained by other factors. The purpose of this study is to determine what proportion of total score variability is accounted for by learner variability when using norm-based DECs vs the O-EDShOT. Methods: This was a prospective pre-/post-implementation study, including all daily assessments completed between July 2017 and June 2019 at The Ottawa Hospital ED. A generalizability analysis (G study) was performed to determine what proportion of total score variability is accounted for by the various factors in this study (learner, rater, form, pgy level) for both the pre- and post- implementation phases. We collected 12 months of data for each phase, because we estimated that 6-12 months would be required to observe a measurable increase in entrustment scale scores within a learner. Results: A total of 3908 and 3679 assessments were completed by 99 and 116 assessors in the pre- and post- implementation phases respectively. Our G study revealed that 21% of total score variance was explained by a combination of post-graduate year (PGY) level and the individual learner in the pre-implementation phase, compared to 59% in the post-implementation phase. An average of 51 vs 27 forms/learner are required to achieve a reliability of 0.80 in the pre- and post-implementation phases respectively. Conclusion: A significantly greater proportion of total score variability is explained by variability in learners’ performances with the O-EDShOT compared to norm-based DECs. The O-EDShOT also requires fewer assessments to generate a reliable estimate of the learner's ability. This study suggests that the O-EDShOT is a more useful assessment tool than norm-based DECs, and could be adopted in other emergency medicine training programs.
Dissertations / Theses on the topic "Learners as assessors"
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Nkuna, Victor Rhulani. "The role of classroom formative assessment practice in Geography." Diss., University of Pretoria, 2020. http://hdl.handle.net/2263/80496.
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This study aimed to investigate the role of classroom formative assessment practice in geography. Although geography enjoys a good pass rate percentage in the Grade 12 National Senior Certificate (NSC) examinations, the concern remains about the average and the number of distinctions produced annually. A Framework for Learning-Oriented Assessment was used as a conceptual framework which guided this study. Research questions that guided this study aimed at investigating the possible role of classroom formative strategies or techniques on learner performance in geography, the extent to which School-Based Assessment (SBA) is used as a formative tool, the provision of feedback and the learners’ role in geography assessment. The qualitative data was collected through structured interviews, document analysis and observation involving six FET phase geography teachers from three different schools in Tshwane West District (D15).
The findings of this study indicated that the participating Geography teachers in the FET phase were committed to using differential assessment practices in their classroom to improve their learners’ results. Though, their main focus was on summative assessment, and little attention was given to the formative assessment practice. It was against this background that this study recommended that Geography teachers should be formally trained/workshopped on assessment strategies. Secondly, there is a need to infuse SBA effectively as a formative assessment aspect of the curriculum in order to improve learner performance. Lastly, to further research the significance of assessment for learning in the South African context to strengthen the education system.Dissertation (MEd)--University of Pretoria 2020.
Science, Mathematics and Technology Education
MEd
Unrestricted
Books on the topic "Learners as assessors"
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Konopasek, Lyuba, Marcy Rosenbaum, John Encandela, and Kathy Cole-Kelly. Evaluating communication skills training courses. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780198736134.003.0062.
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This chapter describes strategies for designing programme evaluation for communication skills training courses. It draws on the communication literature to demonstrate evaluation approaches including use of control groups, validated instruments, and observation methods. The logic model is introduced as a tool to ensure that evaluation is aligned with programme plans. Kirkpatrick’s four levels of programme evaluation are used to analyse training outcomes. Kirkpatrick’s Level 1 evaluates learners’ reaction to training. Level 2 evaluates changes in the learners’ attitudes, such as self-efficacy, knowledge and skills, including assessment by standardized patients. Level 3 assesses change in communication behaviours in the context of patient care, and Level 4 measures changes in patient outcomes, including patient satisfaction. Examples of each Kirkpatrick level are provided in this chapter, along with their strengths and limitations.
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Hong, Yu. Conclusion. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252040917.003.0008.
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The book closes by critically conceptualizing the Chinese state as a “developmental” state in the global system of digital capitalism. The conclusion also summarizes the centrality of communications in China’s opening-up and in its market reforms, explains the limited effect of China further embracing communications in correcting unbalanced economic dynamics, and assesses what may be learned from China’s successes and mistakes.
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Information Systems for Health: Lessons Learned and After-action Review of the Implementation Process in the Caribbean, 2016–2019. Pan American Health Organization, 2021. http://dx.doi.org/10.37774/9789275123607.
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This publication reviews the work of the Pan American Health Organization (PAHO) with the countries of the Caribbean subregion and assesses the lessons learned to extend successful strategies and avoid obstacles. It also illustrates the shared achievements of the Caribbean subregion in advancing information systems for health (IS4H) and lights the way ahead on this shared journey. To identify key lessons for the future, this after-action review discusses four questions about the collective work done: What was expected to happen? What really happened? What went well and why? What can be improved and how? In the past four years, PAHO has provided support for IS4H strengthening through actions and strategies in collaboration with countries under the IS4H strategic framework. The IS4H initiative was created with the vision of implementing universal access to health and universal health coverage in the Region through the strengthening of interconnected and interoperable information systems that assure effective and efficient access to quality data, strategic information, and ICT tools for decision-making and well-being. The vision and leadership of the Member States in the Caribbean have contributed to the strengthening of IS4H for the entire Region of the Americas. PAHO remains keenly aware of the importance of strong national and regional information systems for health in reaching the targets of the Sustainable Health Agenda for the Americas 2018–2030.
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Cox, James D., and Randall S. Thomas. The Evolution in the U.S. of Private Enforcement via Litigation and Monitoring Techniques. Edited by Jeffrey N. Gordon and Wolf-Georg Ringe. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780198743682.013.38.
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This chapter examines the evolution of private enforcement in the United States and the lessons that can be learned by German public companies from the experiences of their US counterparts. It first looks at the place of representative shareholder litigation within the US corporate governance system before turning to the broad-based criticisms against all forms of representative shareholder litigation on the grounds of excessive litigation agency costs. It then discusses the role of shareholder derivative suits in remedying breaches of duty of loyalty, along with the use of hedge funds in shareholder monitoring. It explores the increasing role of appraisal remedy against the backdrop of developments in shareholder litigation focused on acquisitions, and highlights the limitations of hedge fund activism. Finally, it assesses the implications of shareholder monitoring mechanisms in the United States for shareholders in Germany.
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Keyes, Ralph. The Hidden History of Coined Words. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190466763.001.0001.
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How are words coined? That provides the focus of The Hidden History of Coined Words. Based on extensive research, its author, Ralph Keyes, has determined that successful neologisms are as likely to be created by chance as by intention. A remarkable number were coined whimsically, to taunt, even to prank. Miscegenation resulted from a hoax, suffragette to disparage radical suffragists. Wisecracking produced scientist, and crowdsource. More than a few neologisms resulted from happy accidents such as typos, mistranslations, and misheard words (like bigly, and buttonhole). Isaac Asimov introduced robotics in a story without realizing it was his own coinage. Many of the word coiners Keyes writes about come from unlikely quarters. Neologizers (a Thomas Jefferson coinage) include not just learned scholars and literary lions but cartoonists, columnists, children’s authors. Wimp originated in an early 20th century children’s book series called The Wymps, goop from a series about The Goops. Nerd first appeared in Dr. Seuss’s 1950 book If I Ran the Zoo. South African General Jan Smuts, an architect of what became apartheid, coined the word holism in 1926. Competing claims to have coined terms such as gonzo, affluenza, and yuppie are assessed, as are epic battles fought between new word partisans and those who think we have enough words already. A concluding chapter assesses how words are successfully coined and become part of the lexicon.
Book chapters on the topic "Learners as assessors"
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Baten, Lut, Ana Beaven, John Osborne, and Jan Van Maele. "WebCEF." In Handbook of Research on Didactic Strategies and Technologies for Education, 559–70. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2122-0.ch048.
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The main outcome of the WebCEF project (2006-2009) is an online collaboration tool for self-, peer-, and expert assessment of oral proficiency in the foreign language using the Common European Framework of Reference (CEFR). One distinctive feature of WebCEF is that it brings together learners and assessors in virtual communities of practice, locally and internationally. Thanks to the use of low-threshold technology, this tool – available freely online – has been used successfully in formal, non-formal, and informal learning. Attesting to its continued relevance, WebCEF was awarded the European Language Label in 2011. In this chapter, the authors discuss an experience involving trainee teachers of English as a Foreign Language (EFL) of the University of Leuven (Belgium), EFL students at the Université de Savoie (France), and language teachers in France. It will be demonstrated how WebCEF can be a powerful platform for professional development through social mediation and a support for learner autonomy through assessment for learning.
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Hondonga, Jerald, and Tawanda Chinengundu. "Comparing Vocational Skills Development and Workplace Learning in Botswana, South Africa, and Zimbabwe, Which Way to Go?" In New Models for Technical and Vocational Education and Training, 183–213. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-2607-1.ch010.
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Provision of vocational skills development (VSD) and workplace learning (WPL) have become paramount in solving socio-economic problems of learner skills-job mismatch, inequality, access, unemployment, and poverty. Workplace learning enhances smooth transition from school to the world of work. The chapter compares vocational skills development and workplace learning provision in Botswana, South Africa, and Zimbabwe. Literature study indicates that the three countries have different models of VSD and policies but have a common vision of imparting skills that can be used for personal and national economic gains. To achieve quality training standards, quality assurance bodies are in place in the three countries responsible to oversee training standards and regulating practices. This is done through registration and accreditation of training institutions, workplaces, programmes, assessors, and moderators and assessment processes up to certification of successful learners. Based on the literature review findings, recommendations are that there is need for cooperation and sharing of best practices between countries to strengthen the provision of vocational skills development and workplace learning. There is need to ensure there is adequately qualified lecturing cadre with both technical and professional qualifications, for school-based training, and trained workplace-based mentors and coaches.
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Fratter, Ivana, and Luisa Marigo. "Il sillabo interattivo." In Studi e ricerche. Venice: Edizioni Ca' Foscari, 2018. http://dx.doi.org/10.30687/978-88-6969-227-7/019.
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The project aims to present the results of an experimental research study conducted during the academic years 2015-2016, 2016-2017 at the University of Padova Language Centre (CLA). The objectives of this study are to examine the results of the proposal to integrate self-evaluation and entrance evaluation aimed at foreign incoming students enrolled at our University. In the first phase an initial review of the placement test results carried out at the CLA combined with an examination of language certificates presented by the students has raised some critical issues related to incongruous data among the various tests/certifications. Other situations have shown different results regarding language skills within the same test, which has reinforced the decision to also introduce a system of self-assessment to grant greater autonomy and responsibility to the students when choosing their class. To this end, in the second phase, two different self-assessment tools have been assigned to the students with the attempt to answer the questions whether students can be good “self-assessors” and if self-assessment tools based on Common European Framework of Reference (CEFR) “can do” descriptors and on the Syllabus adopted in our language Centre can be used as reliable diagnostic tools in an academic environment in which learners are expected to have some experience with self-rating. The results have shown that the self-assessment instruments we used may function as a placement tools, but that this is true especially in the case of learners who are familiar with self-assessment and with the teacher’s guidance. The third phase, described in detail in this contribution, is to overcome the previously emerging critical issues by providing an interactive guided syllabus, since it effectively integrates evaluation and self-assessment and actively engages the student in choosing the proper language level through online activities.
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Stokes, Vincent. "Self-Efficacy and the Future Selves Construct." In Competency-Based and Social-Situational Approaches for Facilitating Learning in Higher Education, 136–63. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8488-9.ch007.
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This chapter assesses and evaluates whether or not positive interfaces between adult learners and their instructors and academic advisors affect their learning experience and the concept of their possible positive future selves. This chapter promotes the importance of strategies that support self-efficacy and the future selves construct, and raises awareness of the impact this concept can have on undergraduate adult learners' academic and personal success. In addition, this chapter focuses on an in-depth perspective from the undergraduate adult learner as to whether or not they believe they were supported by educators with regards to developing or strengthening self-efficacy and the future selves construct, and whether or not they believed these factors impacted their academic performance. The aim is to enhance the abilities of instructors and contribute ideas to full and part-time faculty members by sharing strategies to enhance teaching efforts that positively impact learning for the undergraduate adult learner.
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Stokes, Vincent. "Self-Efficacy and the Future Selves Construct." In Research Anthology on Adult Education and the Development of Lifelong Learners, 988–1009. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-8598-6.ch049.
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This chapter assesses and evaluates whether or not positive interfaces between adult learners and their instructors and academic advisors affect their learning experience and the concept of their possible positive future selves. This chapter promotes the importance of strategies that support self-efficacy and the future selves construct, and raises awareness of the impact this concept can have on undergraduate adult learners' academic and personal success. In addition, this chapter focuses on an in-depth perspective from the undergraduate adult learner as to whether or not they believe they were supported by educators with regards to developing or strengthening self-efficacy and the future selves construct, and whether or not they believed these factors impacted their academic performance. The aim is to enhance the abilities of instructors and contribute ideas to full and part-time faculty members by sharing strategies to enhance teaching efforts that positively impact learning for the undergraduate adult learner.
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Zaltsman, Rita. "Communication Barriers and Conflicts in Cross-Cultural E-Learning." In E-Learning Methodologies and Computer Applications in Archaeology, 276–88. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-759-1.ch016.
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The present chapter assesses the key questions of communication barriers in distance learning virtual communities. To examine their cultural aspects, a Web-survey for distance learners has been conducted. The principal areas of interest were a cultural dichotomy of West/East; discrepancies in educational cultures (teacher-centered vs. learner-centered); mismatches in communication and educational traditions in different cultures; conflict paradigm and methods of conflict resolution. The findings of the survey are summarized and interpreted and some implications for further research are discussed.
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Parker, Marlon. "E-Learning is a Social Tool for E-Commerce at Tertiary Institutions." In The Economic and Social Impacts of E-Commerce, 154–83. IGI Global, 2003. http://dx.doi.org/10.4018/978-1-59140-043-1.ch010.
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This chapter sets out to inform the reader about the background of e-Learning. It starts with a brief introduction to the concept of e-Learning, presenting a compelling case why institutions implement e-Learning and describes the difference between technology-delivered e-Learning and technology-enhanced e-Learning. The discussion includes some advantages and disadvantages of technology-enhanced e-Learning and then examines some learner, facilitator and technology aspects of technology-enhanced e-Learning. It continues with a brief discussion on technology-enhanced e-Learning at the Cape Technikon. This project further assesses the perceptions of learners using an online survey to address the issues and concerns that learners experienced with regard to technology-enhanced e-Learning. This chapter also inspects the efficiency usage of e-Learning tools within a technology-enhanced e-Learning environment and concludes with some significant findings of the survey, which includes the importance of computer literacy, interaction and communication in the technology-enhanced e-Learning environment.
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Mattera, Marina, and Leticia Florez-Estrada Chassonnaud. "Mixing Cultures Through Intercultural Methodology (MTM)." In Multicultural Andragogy for Transformative Learning, 133–53. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-3474-7.ch008.
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The knowledge propagated in higher educational environments provide students a shared understanding of ideas from multiple fields of knowledge, thus providing an intellectual foundation necessary for a successful professional career. The praxis of knowledge transmission in andragogical settings has been significant advances and adaptations to the needs of twenty-first century learners. However, there is a dearth of studies regarding the development of student competencies and intra-personal skills across cultural boundaries. This chapter assesses the implementation of a new methodology that promotes intercultural skills for adult students in higher education environments. Specifically, this chapter evaluates how students perceive interculturality at the university level and how they would foster the development of these particular skills given the opportunity. Results show that learner awareness regarding interculturality increases when provided the opportunity, leading to increased self-consciousness and evidencing their contribution to the development of student interculturality skills.
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Lovell, Stephen. "Epilogue." In How Russia Learned to Talk, 295–300. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780199546428.003.0009.
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The epilogue to this book sketches out the story of public speaking and rhetoric in Russia from the 1930s to the early twenty-first century. It compares and contrasts the rhetorical styles of several leaders: Nikita Khrushchev, who led the Soviet Union from 1953 to 1964; Leonid Brezhnev, General Secretary from 1964 to 1982; Mikhail Gorbachev, who led the Soviet Union from 1985 to its dissolution in 1991; and finally Vladimir Putin, the current president of Russia. It discusses wider norms of public speaking in the later Soviet period, especially in advice literature on ‘cultured speech’. The epilogue also briefly assesses the implications of the audiovisual media for public speech.
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Okojie, Mabel C. P. O., and Yan Sun. "Foundations of Adult Education, Learning Characteristics, and Instructional Strategies." In Research Anthology on Adult Education and the Development of Lifelong Learners, 1–33. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-8598-6.ch001.
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The chapter examines the concept of adult education by analyzing its emergence as an academic discipline, and assesses the philosophical ideologies through which it finds expression. It provides a critical review of andragogy as a framework for examining its perception as a teaching method exclusively for adult learners. The review reveals that andragogical principles can be used to develop learning strategies to support instruction for both children and adult learners. The unchallenged assumption that pedagogy is exclusively reserved for teaching children is critically assessed. To demonstrate that adults do learn from instructional strategies that are supported by both pedagogical and andragogical principles, a case study is conducted. Adults learn from similar methods as much as children. It indicates that the distinction between pedagogy and andragogy as principles of learning is somewhat spurious. The chapter discussed strategies for using digital theories to facilitate instruction.
Conference papers on the topic "Learners as assessors"
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Longoni, Marco, Diego Carrera, Beatrice Rossi, Pasqualina Fragneto, Marco Pessione, and Giacomo Boracchi. "A Wearable Device for Online and Long-Term ECG Monitoring." In Twenty-Seventh International Joint Conference on Artificial Intelligence {IJCAI-18}. California: International Joint Conferences on Artificial Intelligence Organization, 2018. http://dx.doi.org/10.24963/ijcai.2018/855.
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We present a prototype wearable device able to perform online and long-term monitoring of ECG signals, and detect anomalous heartbeats such as arrhythmias. Our solution is based on user-specific dictionaries which characterizes the morphology of normal heartbeats and are learned every time the device is positioned. Anomalies are detected via an optimized sparse coding procedure, which assesses the conformance of each heartbeat to the user-specific dictionary. The dictionaries are adapted during online monitoring, to track heart rate variations occurring during everyday activities. Perhaps surprisingly, dictionary adaptation can be successfully performed by transformations that are user-independent and learned from large datasets of ECG signals.
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Wright, Angela Siobhan. "Enquiry Based Learning: A Valuable Mechanism at Level 9?" In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5066.
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This paper examines ‘Enquiry Based Learning’ (EBL) as an engagement strategy for assessment at ‘taught masters’ level 9. The master students in question are adult learners in full time employment and the empirical data was gathered from these students. First, an outline of the key features of EBL is presented and, from there, an investigation of how it is viewed when applied to a specific problem statement by the masters students. EBL creates a memorable atmosphere in the classroom and encourages deep learning (Ramsden, 1992). EBL also encourages active learning, which is more enjoyable for the students (Eison, 2010), especially adults – offering more control (Whowell, 2006). Learning should not be passive or a spectator sport; students learn most effectively by active engagement (Karmas, 2006), with an interesting project, hence, the use of EBL. It is vital that we move beyond a conceptualisation of education as the simple acquisition of knowledge to one which equally emphasises, nurtures and assesses innovation and expertise in the utilisation and application of knowledge, (Boland, 2010). The findings of this research are relevant and important as they inform practice and feed into future programme reviews when considering the inclusion of EBL for assessment.
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Ma, Jiayao, Xinbo Jiang, Songhua Xu, and Xueying Qin. "Hierarchical Temporal Multi-Instance Learning for Video-based Student Learning Engagement Assessment." In Thirtieth International Joint Conference on Artificial Intelligence {IJCAI-21}. California: International Joint Conferences on Artificial Intelligence Organization, 2021. http://dx.doi.org/10.24963/ijcai.2021/383.
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Video-based automatic assessment of a student's learning engagement on the fly can provide immense values for delivering personalized instructional services, a vehicle particularly important for massive online education. To train such an assessor, a major challenge lies in the collection of sufficient labels at the appropriate temporal granularity since a learner's engagement status may continuously change throughout a study session. Supplying labels at either frame or clip level incurs a high annotation cost. To overcome such a challenge, this paper proposes a novel hierarchical multiple instance learning (MIL) solution, which only requires labels anchored on full-length videos to learn to assess student engagement at an arbitrary temporal granularity and for an arbitrary duration in a study session. The hierarchical model mainly comprises a bottom module and a top module, respectively dedicated to learning the latent relationship between a clip and its constituent frames and that between a video and its constituent clips, with the constraints on the training stage that the average engagements of local clips is that of the video label. To verify the effectiveness of our method, we compare the performance of the proposed approach with that of several state-of-the-art peer solutions through extensive experiments.
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Kelly, Mark, Stephen Dooley, and Gilles Bourque. "Toward Machine Learned Highly Reduced Kinetic Models for Methane/Air Combustion." In ASME Turbo Expo 2021: Turbomachinery Technical Conference and Exposition. American Society of Mechanical Engineers, 2021. http://dx.doi.org/10.1115/gt2021-58476.
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Abstract Accurate low dimension chemical kinetic models for methane are an essential component in the design of efficient gas turbine combustors. Kinetic models coupled to computational fluid dynamics (CFD) and chemical reactor networks (CRN) provide quick and efficient ways to test the effect of operating conditions, fuel composition and combustor design compared to physical experiments. However, detailed chemical kinetic models are too computationally expensive for use in computational fluid dynamics (CFD). We propose a novel data orientated three-step methodology to produce compact kinetic models that replicate a target set of detailed model properties to a high fidelity. In the first step, a reduced kinetic model is obtained by removing all non-essential species from the NUIG18_17_C3 detailed model containing 118 species using path flux analysis (PFA). This reduced model is so small that it does not retain fidelity in calculations to the detailed model. Thus, it is numerically optimised to replicate the detailed model’s prediction in two rounds; First, to selected species (OH,H,CO and CH4) profiles in perfectly stirred reactor (PSR) simulations and then re-optimised to the detailed model’s prediction of the laminar flame speed. This is implemented by a purposely developed Machine Learned Optimisation of Chemical Kinetics (MLOCK) algorithm. The MLOCK algorithm systematically perturbs all three Arrhenius parameters for selected reactions and assesses the suitability of the new parameters through an objective error function which quantifies the error in the compact model’s calculation of the optimisation target. This strategy is demonstrated through the production of a 19 species and a 15 species compact model for methane/air combustion. Both compact models are validated across a range of 0D and 1D calculations across both lean and rich conditions and shows good agreement to the parent detailed mechanism. The 15 species model is shown to outperform the current state-of-art models in both accuracy and range of conditions the model is valid over.
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"Introducing Computational Thinking Practices in Learning Science of Elementary Schools [Research-in-Progress]." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4327.
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Aim/Purpose: Science is becoming a computational endeavor therefore Computational Thinking (CT) is gradually being accepted as a required skill for the 21st century science student. Students deserve relevant conceptual learning accessible through practical, constructionist approaches in cross-curricular applications therefore it is required for educators to define, practice and assess practical ways of introducing CT to science education starting from elementary school. Background: Computational Thinking is a set of problem-solving skills evolving from the computer science field. This work-in-progress research assesses the CT skills, along with science concepts, of students participating in a science program in school. The program pertains learning science by modeling and simulating real world phenomenon using an agent-based modeling practice. Methodology: This is an intervention research of a science program. It takes place as part of structured learning activities of 4th and 5th grade classes which are teacher-guided and are conducted in school. Both qualitative and quantitative evaluations are parts of the mixed methods research methodology using a variety of evaluation technique, including pretests and posttests, surveys, artifact-based interviews, in class observations and project evaluations. Contribution: CT is an emerging skill in learning science. It is requiring school systems to give increased attention for promoting students with the opportunity to engage in CT activities alongside with ways to promote a deeper understanding of science. Currently there is a lack of practical ways to do so and lack of methods to assess the results therefore it is an educational challenge. This paper presents a response to this challenge by proposing a practical program for school science courses and an assessment method. Findings: This is a research in progress which finding are based on a pilot study. The researches believe that findings may indicate improved degree of students' science understanding and problem-solving skills. Recommendations for Practitioners: Formulating computer simulations by students can have great potential on learning science with embedded CT skills. This approach could enable learners to see and interact with visualized representations of natural phenomena they create. Although most teachers do not learn about CT in their initial education, it is of paramount importance that such programs, as the one described in this research, will assist teachers with the opportunity to introduce CT into science studies. Recommendation for Researchers: Scientific simulation design in primary school is at its dawn. Future research investment and investigation should focus on assessment of aspects of the full Computational Thinking for Science taxonomy. In addition, to help teachers assess CT skills, new tools and criteria are required. Impact on Society: STEM related professions are lacking the man power required therefore the full potential of the economy of developed countries is not fulfilled. Having students acquire computational thinking skills through formal education may prepare the next generation of world class scientists and attract larger populations to these fields. Future Research: The inclusion of computational thinking as a core scientific practice in the Next Generation Science Standards is an important milestone, but there is still much work to do toward addressing the challenge of CT-Science education to grow a generation of technologically and scientifically savvy individuals. New comprehensive approaches are needed to cope with the complexity of cognitive processes related to CT.
Reports on the topic "Learners as assessors"
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Catalyzing Climate Finance: Lessons Learned from the Shandong Green Development Fund. Asian Development Bank, April 2021. http://dx.doi.org/10.22617/wps210113-2.
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This paper examines the establishment of the Shandong Green Development Fund; reviews its design, implementation, and impact; and assesses if this can be further developed and extended to other countries in the Asia and Pacific.