Relevant bibliographies by topics / Task analysis in education Evaluation

Academic literature on the topic 'Task analysis in education Evaluation'

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Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Task analysis in education Evaluation"

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Gilmer, Jerry S., Suzanne D. Koury, and Marlys Dunphy. "Time-on-task data for cost-benefit analysis and formative evaluation in dietetics education." Journal of the American Dietetic Association 93, no. 8 (August 1993): 908–10. http://dx.doi.org/10.1016/0002-8223(93)91532-u.

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Bryfonski, Lara, and Todd H. McKay. "TBLT implementation and evaluation: A meta-analysis." Language Teaching Research 23, no. 5 (December 22, 2017): 603–32. http://dx.doi.org/10.1177/1362168817744389.

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Task-based language teaching (TBLT) is an empirically investigated pedagogy that has garnered attention from language programs across the globe. TBLT provides an alternative to traditional grammar translation or present-practice-produce pedagogies by emphasizing interaction during authentic tasks. Despite several previous meta-analyses investigating the effect of individual tasks or short-term task-based treatments on second language (L2) development, no studies to date have synthesized the effects of long-term implementation of TBLT in authentic language classrooms. The present study uses meta-analytic techniques to investigate the effectiveness of TBLT programs on L2 learning. Findings based on a sample of 52 studies revealed an overall positive and strong effect ( d = 0.93) for TBLT implementation on a variety of learning outcomes. The study further examined a range of programmatic and methodological features that moderated these main-effects (program region, institution type, needs analysis, and cycles of implementation). Additionally, synthesizing across both quantitative and qualitative data, results also showed positive stakeholder perceptions towards TBLT programs. The study concludes with implications for the domain of TBLT implementation, language program evaluation, and future research in this domain.
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Cho, Byeong-Young, Lindsay Woodward, Dan Li, and Wendy Barlow. "Examining Adolescents’ Strategic Processing During Online Reading With a Question-Generating Task." American Educational Research Journal 54, no. 4 (April 11, 2017): 691–724. http://dx.doi.org/10.3102/0002831217701694.

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Forty-three high school students participated in an online reading task to generate a critical question on a controversial topic. Participants’ concurrent verbal reports of strategy use (i.e., information location, meaning making, source evaluation, self-monitoring) and their reading outcome (i.e., the generated question) were evaluated with scoring rubrics. Path analysis indicated that strategic meaning making coordinated with self-monitoring and source evaluation positively influenced the quality of the generated questions, whereas information-locating strategies alone contributed little to the participants’ question generation. Further, source evaluation played a positive role when readers monitored and regulated their strategies for information location and meaning making. The findings on the interplay of metacognitive, critical, and intertextual strategies in online reading are discussed with regard to research and practice.
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Sukkary-Stolba, Soheir, and Judith T. Fullerton. "Task analysis in education and evaluation: an application among midwives in the republic of yemen." Midwifery 10, no. 2 (June 1994): 104–11. http://dx.doi.org/10.1016/s0266-6138(05)80251-7.

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Hsiao, Hsien-Sheng, Fu-Hsing Tsai, and I.-Ying Hsu. "Development and Evaluation of a Computer Detective Game for Microbial Food Safety Education." Journal of Educational Computing Research 58, no. 6 (May 18, 2020): 1144–60. http://dx.doi.org/10.1177/0735633120924924.

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Past studies have suggested that young people lack knowledge regarding food safety, and that food safety education is appropriate for integration into science education since it often involves science knowledge. Thus, this study combined the methods of inquiry-based and game-based learning to develop a computer detective game, called the Poison Riddle, that makes students actively explore food safety knowledge through playing the role of a science detective to solve a task related to food poisoning at home in a virtual world. To evaluate the learning effectiveness of this game, 109 high school students were selected as the research participants. The research findings indicated that this game could help students improve their microbial food safety knowledge. Most students had positive participation perception and gaming behaviors related to the game. In addition, the analysis indicated that the students who successfully solved the game task gained more positive gaming behaviors, food safety knowledge, and significant sequential behaviors compared to those who were unsuccessful in solving the game task.
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Flores Guerrero, Katiuzka, and María Cristina López de la Madrid. "Evaluation of self-regulated learning in university students. Analysis from online education." Apertura 14, no. 2 (September 30, 2022): 110–25. http://dx.doi.org/10.32870/ap.v14n2.2224.

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A self-regulated student is guided by task-oriented strategies, seeks to achieve his personal goals, and monitors his or her behavior in terms of his goals. This paper presents the results of a quantitative study whose purpose was to describe the components of self-regulated learning used by students in their online learning processes and to determine if there are significant differences in the way that these components are used. In this investigation, a questionnaire was applied to 306 students of online courses, and the data obtained were processed using descriptive statistics and ANOVA of one factor of repeated measures. The results showed that most of the factors and strategies of self-regulates learning are used in an acceptable way; in addition, significant differenceswere found of the motivational component and in the strategies of the behavioral and contextual component. The findings of the study provide instructional designers with information on the aspects that can be emphasizes to motivate students, which would contribute to the development of different types of skills and methods to self-regulate their learning, training that will allow them to advance more successfully through their education, regardless of the modality in which they work.
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Harding, Lynn R. H., Vikki F. Howard, and T. F. McLaughlin. "Using Self-Recording of On-Task Behavior by a Preschool Child with Disabilities." Perceptual and Motor Skills 77, no. 3 (December 1993): 786. http://dx.doi.org/10.2466/pms.1993.77.3.786.

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In an evaluation of effects of self-monitoring on the on-task behavior by a preschool child with disabilities, analysis indicated that self-monitoring increased the child's on-task behavior in each of three settings in the classroom. The import of these findings for preschool education was noted.
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Yu, Junling. "Mobile Edge Computing Application in English Teaching Classroom Evaluation System Based on BPSO Algorithm." Mobile Information Systems 2022 (August 17, 2022): 1–12. http://dx.doi.org/10.1155/2022/3744523.

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This paper proposes a multi-user and multi-MEC scenario based on mobile edge computing to maximize the overall revenue to complete the task and proposes business guarantee and resource constraints as conditions to form the optimal task offloading resource allocation problem based on the Lyapunov mobile edge computing theory. Because this problem is NP-hard problem, decoupling is proposed as a solution to the channel resource allocation problem, which is solved by the KKT task allocation condition and the 0-1 integer programming problem. Aiming at the high-speed mobile terminal scene, a high-speed unloading algorithm is proposed, which explains the task unloading system model in the high-speed mobile terminal scene. The task offloading algorithm first allocates several subtasks according to the number of MEC servers and the remaining available resources of the MEC servers. At the same time, taking campus as an example, the English teaching classroom evaluation application uses the big data evaluation scale to complete the evaluation and uses statistical software to test the reliability of the evaluation results. Based on the analysis results, it summarizes and reflects on the education evaluation index system and puts forward suggestions for improving the evaluation system and implementing the English education guarantee mechanism. This paper uses the research of mobile edge computing resources to allocate big data and applies it to the application of English teaching classroom evaluation, thereby promoting the rapid development of classroom teaching.
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Taranto, Eugenia, Simone Jablonski, Tomas Recio, Christian Mercat, Elisabete Cunha, Claudia Lázaro, Matthias Ludwig, and Maria Flavia Mammana. "Professional Development in Mathematics Education—Evaluation of a MOOC on Outdoor Mathematics." Mathematics 9, no. 22 (November 22, 2021): 2975. http://dx.doi.org/10.3390/math9222975.

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In this paper, we examine the impact of a massive open online course (MOOC) in the context of outdoor mathematics on the participating teachers’ professional development. We firstly introduce the theoretical background on outdoor mathematics, focusing on math trails with the digital tool MathCityMap and professional development to be accomplished using MOOCs. By taking into account the MOOC “Task Design for Math Trails”, with 93 finalists, we analyze the learning progress of 19 selected case studies from different nations and learning levels by taking into account their answers in a pre- and post-questionnaire and their posts on a specific communication message board, with a special focus on the MOOC’s topics’ task design for outdoor mathematics and the digital tool MathCityMap. The analysis is performed using different quantitative and qualitative approaches. The results show that the teachers studied have benefited from professional development, which is evident in the expansion/evolution of their knowledge from a content, pedagogical, and technological perspective. Finally, we formulate consequences for professional development in STEM education, and conclude the paper with limitations to be drawn and a perspective for further research.
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Lawanto, Oenardi, Angela Minichiello, Jacek Uziak, and Andreas Febrian. "Students’ Task Understanding during Engineering Problem Solving in an Introductory Thermodynamics Course." International Education Studies 11, no. 7 (June 28, 2018): 43. http://dx.doi.org/10.5539/ies.v11n7p43.

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Understanding problems or tasks is a critical step in any problem-solving activity and the heart of self-regulated learning. When encountering a problem, students draw upon information available in the environment, along with knowledge, concepts, and perceptions derived from prior learning experiences, to interpret the demands of the task. Interpretation of tasks is, therefore, a key determinant of the goals set while learning, strategies selected to achieve those goals, and the criteria used to self-assess and evaluate outcomes. The purpose of this study is to better understand engineering students’ self-regulation in task interpretation processes while engaged in problem solving in an introductory engineering thermodynamics course. Two research questions guided the study: (1) What are the gaps, if any, between the instructor’s and students’ interpretation (explicit and implicit task features) of a problem-solving task?; and (2) How do students’ task interpretation (explicit and implicit) change after engaging in self-evaluation of their problem-solving processes? One hundred twelve (112) second year engineering undergraduates voluntarily participated in the study. Analysis of the data collected revealed a significant difference between the instructor’s and students’ task interpretation of the assigned problems. Furthermore, the analysis showed that students’ had a higher ability to identify the explicit parts of problem tasks than implicit ones. Students were able to grasp 63 to 77 percent and 39 to 49 percent, respectively, of the explicit and implicit information that was presented to them while engaged in problem-solving activities.
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Dissertations / Theses on the topic "Task analysis in education Evaluation"

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Cadle, Adrienne W. "The Relationship between Rating Scales used to Evaluate Tasks from Task Inventories for Licensure and Certification Examinations." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4296.

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The first step in developing or updating a licensure or certification examination is to conduct a job or task analysis. Following completion of the job analysis, a survey validation study is performed to validate the results of the job analysis and to obtain task ratings so that an examination blueprint may be created. Psychometricians and job analysts have spent years arguing over the choice of scales that should be used to evaluate job tasks, as well as how those scales should be combined to create an examination blueprint. The purpose of this study was to determine the relationship between individual and composite rating scales, examine how that relationship varied across industries, sample sizes, task presentation order, and number of tasks rated, and evaluate whether examination blueprint weightings would differ based on the choice of scales or composites of scales used. Findings from this study should be used to guide psychometricians and job analysts in their choice of rating scales, choice of composites of rating scales, and how to create examination blueprints based upon individual and/or composite rating scales. A secondary data analysis was performed to help answer some of these questions. As part of the secondary data analysis, data from 20 survey validation studies performed during a five year period were analyzed. Correlations were computed between 29 pairings of individual and composite rating scales to see if there were redundancies in task ratings. Meta-analytic techniques were used to evaluate the relationship between each pairing of rating scales and to determine if the relationship between pairings of rating scales was impacted by several factors. Lastly, sample examination blueprints were created from several individual and composite rating scales to determine if the rating scales that were used to create the examination blueprints would ultimately impact the weighting of the examination blueprint. The results of this study suggest that there is a high degree of redundancy between certain pairs of scales (i.e., the Importance and Criticality rating scale are highly related), and a somewhat lower degree of redundancy between other rating scales; but that the same relationship between rating scales is observed across many variables, including the industry for which the job analysis was being performed. The results also suggest the choice of rating scales used to create examination blueprints does not have a large effect on the finalized examination blueprint. This finding is especially true if a composite rating scale is used to create the weighting on the examination blueprint.
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Plack, Leah. "Using the Task Analysis Process with Teachers to Uncover Language Demands within an Eight-Week NGSS Summer Course." PDXScholar, 2017. https://pdxscholar.library.pdx.edu/open_access_etds/4014.

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The state of Oregon has adopted the Next Generation Science Standards as well as the English Language Proficiency standards, both of which affect elementary school teachers. These standards adoptions challenge teachers and professional developers to rethink how they approach science conceptual understanding and language acquisition. The Math Science Partnership K-6 Instructional Specialist Grant made the decision to incorporate a Task Analysis process, which asks the participant to analyze the demands of a content-based task in the domains of content knowledge, analytical skills and language, into six eight-week summer courses focused on the Next Generation Science Standards. A pre and post-assessment was created to determine if any growth in teacher understanding of the demands of a science task could be observed as a result of engaging in the Task Analysis process. A four point rubric was created to score participant responses. Two research questions were developed: 1. How well does the ELPA21 Task Analysis tool help participants understand the language demands of a science task when used as part of an NGSS summer professional development course? 2. How effective is a work sample and scoring rubric protocol for measuring the impact of the Task Analysis process? Participants showed statistically significant growth in their analysis of a science task from pre to post-assessment responses, with particularly strong growth demonstrated in the domains of content and language. Further coding of responses revealed that participants frequently discussed vocabulary as both a language and content knowledge demand of a science task.
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Derrington, Kathryn. "Comparative analysis of perceptions of metacognitive processes in traditional school leavers and mature age entry students in their first year of university education." Thesis, Queensland University of Technology, 2006. https://eprints.qut.edu.au/16443/1/Kathryn_Derrington_Thesis.pdf.

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Within the educational psychology literature there is an abundance of research in the field of metacognition. The concentration of this research however has been in primary and secondary school contexts with little attention given to tertiary students' understanding or use of metacognition; there has been even less attention to whether age is a factor in tertiary students' perceptions of their metacognitive processes. The primary purpose of this study was to explore the perceptions of two distinct groups of first year university students, towards their understanding and usage of metacognitive processes and strategies. The two groups defined were traditional school leavers and mature age students. The findings from the exploration of these perceptions were compared to ascertain the similarities and differences in metacognitive processes between the two cohorts. The data collected for this study were obtained through a process of individual face-to-face in- depth interviews. The choice of this methodology was deliberate in order to gather rich data about the students' perceptions and experiences rather than attempt to measure their levels of metacognition against some predetermined standard. Data were collected and analyzed on the two constructs of metacognition which were identified in the literature search. These were metacognitive knowledge and metacognitive control. A range of affective variables such as self efficacy, motivation and expectancy of success, which impact on students' metacognitive abilities and processes, were also considered in the data collection and analysis. The findings indicated that age was a factor in determining some differences and similarities in students' perceptions of their own and others metacognitive processes. In certain cases the traditional school leavers' recency of experience with formal study was deemed an advantage; in others the life experience of the mature age students was perceived an advantage. In some instances the age of the student had no discernable impact on their understanding of, and ability to, utilize metacognitive strategies. These findings assist to broaden the understanding of student perceptions of metacognition in the tertiary context. The findings also make it imperative that tertiary institutions make fewer assumptions about the skills and abilities of their commencing students based on the criterion of age and offer more opportunities to assist students to understand the value of developing and improving their metacognitive processes.
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Derrington, Kathryn. "Comparative analysis of perceptions of metacognitive processes in traditional school leavers and mature age entry students in their first year of university education." Queensland University of Technology, 2006. http://eprints.qut.edu.au/16443/.

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Within the educational psychology literature there is an abundance of research in the field of metacognition. The concentration of this research however has been in primary and secondary school contexts with little attention given to tertiary students' understanding or use of metacognition; there has been even less attention to whether age is a factor in tertiary students' perceptions of their metacognitive processes. The primary purpose of this study was to explore the perceptions of two distinct groups of first year university students, towards their understanding and usage of metacognitive processes and strategies. The two groups defined were traditional school leavers and mature age students. The findings from the exploration of these perceptions were compared to ascertain the similarities and differences in metacognitive processes between the two cohorts. The data collected for this study were obtained through a process of individual face-to-face in- depth interviews. The choice of this methodology was deliberate in order to gather rich data about the students' perceptions and experiences rather than attempt to measure their levels of metacognition against some predetermined standard. Data were collected and analyzed on the two constructs of metacognition which were identified in the literature search. These were metacognitive knowledge and metacognitive control. A range of affective variables such as self efficacy, motivation and expectancy of success, which impact on students' metacognitive abilities and processes, were also considered in the data collection and analysis. The findings indicated that age was a factor in determining some differences and similarities in students' perceptions of their own and others metacognitive processes. In certain cases the traditional school leavers' recency of experience with formal study was deemed an advantage; in others the life experience of the mature age students was perceived an advantage. In some instances the age of the student had no discernable impact on their understanding of, and ability to, utilize metacognitive strategies. These findings assist to broaden the understanding of student perceptions of metacognition in the tertiary context. The findings also make it imperative that tertiary institutions make fewer assumptions about the skills and abilities of their commencing students based on the criterion of age and offer more opportunities to assist students to understand the value of developing and improving their metacognitive processes.
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Astley, J. A. "An evaluation of task analysis techniques for industrial process control." Thesis, Aston University, 1991. http://publications.aston.ac.uk/10831/.

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The concept of a task is fundamental to the discipline of ergonomics. Approaches to the analysis of tasks began in the early 1900's. These approaches have evolved and developed to the present day, when there is a vast array of methods available. Some of these methods are specific to particular contexts or applications, others more general. However, whilst many of these analyses allow tasks to be examined in detail, they do not act as tools to aid the design process or the designer. The present thesis examines the use of task analysis in a process control context, and in particular the use of task analysis to specify operator information and display requirements in such systems. The first part of the thesis examines the theoretical aspect of task analysis and presents a review of the methods, issues and concepts relating to task analysis. A review of over 80 methods of task analysis was carried out to form a basis for the development of a task analysis method to specify operator information requirements in industrial process control contexts. Of the methods reviewed Hierarchical Task Analysis was selected to provide such a basis and developed to meet the criteria outlined for such a method of task analysis. The second section outlines the practical application and evolution of the developed task analysis method. Four case studies were used to examine the method in an empirical context. The case studies represent a range of plant contexts and types, both complex and more simple, batch and continuous and high risk and low risk processes. The theoretical and empirical issues are drawn together and a method developed to provide a task analysis technique to specify operator information requirements and to provide the first stages of a tool to aid the design of VDU displays for process control.
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Neninger, Carlos Rafael. "Robotic Hand Evaluation Based on Task Specific Kinematic Requirements." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3262.

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With the rise autonomous and robotic systems in field applications, the need for dexterous, highly adaptable end effectors has become a major research topic. Control mechanisms of robotics hands with a high number independent actuators is recognized as a complex, high dimensional problem, with exponentially complex algorithms. However, recent studies have shown that human hand motion possesses very high joint correlation which translates into a set of predefined postures, or synergies. The hand produces a motion using a complementing contribution of multiple joints, called synergies. The similarities place variables onto a common dimensional space, effectively reducing the number of independent variables. In this thesis, we analyze the motion of the hand during a set of objects grasps using mul- tivariate Principal Component Analysis (mPCA) to extract both the principal variables and their correlation during grasping. We introduce the use of Functional PCA (fPCA) primarily on princi- pal components to study the dynamic requirements of the motion. The goal is to defined a set of synergies common and specific to all motions. We expand the analysis by classifying the objects grasps, or tasks, using their functional components, or harmonics over the entire motion. A set of groups are described based on these classification that confirms empirical findings. Lastly, we evaluate the motions generated from the analysis by applying them onto robotic hands. The results from the mPCA and fPCA procedures are used to map the principal components from each motion onto underactuated robotic designs. We produce a viable routine that indicates how the mapping is performed, and finally, we implement the motion generated onto a real hand. The resultant robotic motion was evaluated on how it mimics the human motion.
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Mayo, Kevin A. "Definition and evaluation of a synthesis-oriented, user-centered task analysis technique: the Task Mapping Model." Diss., Virginia Tech, 1994. http://hdl.handle.net/10919/40167.

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A software system is an aggregate of communicating modules, and there are several different types of communication among these modules (direct, indirect, and global). Therefore, understanding the interfaces among these modules can characterize the system and are a major factor in the system's complexity. These interfaces could possibly also show and predict inadequacies in the reliability and maintenance of a system. Interfaces are defined early in the development life cycle at a detailed or high level design stage. Knowing that these interfaces exist and their structure leads us to measure them for an indication of the designed interface complexity. This designed interface complexity can then be utilized for software quality assurance by allowing users to choose from among several designs. With data provided by an Ada software developer, the interface complexity metrics correlated with established metrics, but also found complex interfaces that established metrics missed.
Ph. D.
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Swieringa, Kurt A. "An evaluation of interval management (IM) using task analysis and work domain analysis." Thesis, Georgia Institute of Technology, 2013. http://hdl.handle.net/1853/47728.

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Work Domain Analysis (WDA) and task analysis are methods that can be used to develop complex systems that support human operators. Task analysis can be used to describe the nominal tasks of many complex safety critical systems which are also highly proceduralized. However, complex systems may require human operators to have a greater understanding of the system's dynamics than can be obtained from procedures derived from a task analysis. This is particularly true when off-nominal events occur, for which there is no procedure. By concentrating on the constraints in the work domain instead of tasks, work domain analysis can complement task analysis by supporting operators during off-nominal events that do not have any predescribed procedures. The goal of this study was to use WDA and two forms of task analysis to derive interface and procedure modifications for a new aviation concept called interval management. Interval management is a new concept whose goal is to increase runway throughput by enabling aircraft to achieve a precise interval behind a lead aircraft. This study used data from a human-in-the-loop study conducted at NASA Langley Research Center to develop a Hierarchical Task Analysis (HTA), Control Task Analysis (CTA), and WDA. The HTA was used to describe a nominal set or procedures, the CTA was used to describe strategies pilots could use to make decisions regarding the IM operation, and the WDA was used to determine representations and procedures that could convey complete and accurate knowledge of interval management to the flightcrew.
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Jones, Diana Lynn. "Analysis of task structures in elementary physical education classes /." The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487668215807882.

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Flansburg, Jill D. "Task Comparison Between Career Counselors and Vocational Evaluators| What's the Difference?" University of South Florida, 2013.

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Books on the topic "Task analysis in education Evaluation"

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Wolochuk, Alexandria. Adult English language learners and self-assessment: A qualitative study. Lewiston ; Lampeter: The Edwin Mellen Press, 2014.

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Brown, Bettina Lankard. Task analysis strategies and practices. Columbus, OH: ERIC Clearinghouse on Adult, Career, and Vocational Education, Center on Education and Training for Employment, College of Education, the Ohio State University, 1997.

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1938-, Taylor Judson H., ed. Essentials of task analysis. Lanham: University Press of America, 1986.

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H, Hannum Wallace, and Tessmer Martin, eds. Handbook of task analysis procedures. New York: Praeger, 1989.

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Wils, Annababette. Regional education analysis for Namibia. Windhoek: Republic of Namibia, 2012.

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Jayeola-Omoyeni, M. S. Adult education studies: A comparative analysis. [Ile-Ife, Nigeria]: [M.S. Jayeola-Omoyeni], 2008.

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Jayeola-Omoyeni, M. S. Adult education studies: A comparative analysis. [Ile-Ife, Nigeria]: [M.S. Jayeola-Omoyeni], 2008.

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Mario, Mouzinho. Review of education sector analysis in Mozambique. Paris: Working Group on Education Sector Analysis, UNESCO, 2002.

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Martin, Tessmer, and Hannum Wallace H, eds. Task analysis methods for instructional design. Mahwah, N.J: L. Erlbaum Associates, 1999.

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Quality assurance in continuing professional education: An analysis. London: Routledge, 1994.

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Book chapters on the topic "Task analysis in education Evaluation"

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Bernhard, Andrea. "Analysis and Evaluation." In Quality Assurance in an International Higher Education Area, 171–223. Wiesbaden: VS Verlag für Sozialwissenschaften, 2012. http://dx.doi.org/10.1007/978-3-531-94298-8_13.

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Cooley, William W. "Data Analysis in Evaluation." In Evaluation of Continuing Education in the Health Professions, 129–39. Dordrecht: Springer Netherlands, 1985. http://dx.doi.org/10.1007/978-94-009-4986-7_8.

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Martínez, Alejandra, Yannis Dimitriadis, and Pablo de la Fuente. "Interaction Analysis for Formative Evaluation in CSCL." In Computers and Education, 227–38. Dordrecht: Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-017-1122-7_19.

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Huang, Zequn, Chien-Chung Shen, Sheetal Doshi, Nimmi Thomas, and Ha Duong. "Cognitive Task Analysis Based Training for Cyber Situation Awareness." In Information Security Education Across the Curriculum, 27–40. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-18500-2_3.

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Gilabert, Roger, and Aleksandra Malicka. "From Needs Analysis to Task-Based Design: Methodology, Assessment and Programme Evaluation." In Task-Based Language Teaching and Assessment, 93–118. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-4226-5_6.

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Wang, Lingyan, and Henry Y. K. Lau. "Task Analysis for Behavioral Factors Evaluation in Work System Design." In Human Centered Design, 440–48. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-21753-1_50.

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Hoffman, Kaaren I. "Another View of Data Analysis." In Evaluation of Continuing Education in the Health Professions, 141–51. Dordrecht: Springer Netherlands, 1985. http://dx.doi.org/10.1007/978-94-009-4986-7_9.

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Deng, Huarong. "Big Data Analysis for Physical Education Teaching Evaluation." In Application of Big Data, Blockchain, and Internet of Things for Education Informatization, 115–24. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-87900-6_14.

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Keil, M., and B. Spanner-Ulmer. "Conception and evaluation of an age-differentiated task analysis and screening Method." In Enabling Manufacturing Competitiveness and Economic Sustainability, 178–83. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-23860-4_29.

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Sutcliffe, Richard F. E., Josef Steinberger, Udo Kruschwitz, Mijail Alexandrov-Kabadjov, and Massimo Poesio. "Identifying Novel Information Using Latent Semantic Analysis in the WiQA Task at CLEF 2006." In Evaluation of Multilingual and Multi-modal Information Retrieval, 541–49. Berlin, Heidelberg: Springer Berlin Heidelberg, 2007. http://dx.doi.org/10.1007/978-3-540-74999-8_66.

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Conference papers on the topic "Task analysis in education Evaluation"

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Makarskaitė-Petkevičienė, Rita. "STUDENTS’ NATURAL SCIENCE CONTEST: TASK ANALYSIS IN THE ASPECT OF KNOWLEDGE AND UNDERSTANDING." In 3rd International Baltic Symposium on Science and Technology Education (BalticSTE2019). Scientia Socialis Ltd., 2019. http://dx.doi.org/10.33225/balticste/2019.119.

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National contest “Lithuanian naturalist” 1st -2nd form students’ team (15) performed task (from animate nature and people’s living environment sphere) analysis was carried out. The attention was paid to students’ natural science knowledge and understanding. The research was grounded on the attitude that this contest as a non-formal education form is an effective device because it contributes to natural science education quality in primary school: 1) develops primary school students’ natural science literacy; 2) makes possibilities for teachers to reflect on their experience and proposes ideas for the education process improvement; 3) for students – future primary school teachers – provides a possibility to acquire new experience (task creation, conducting theoretical and practical parts of the contest, preparation of evaluation instructions, students’ work evaluation). Keywords: natural science knowledge, natural science contest, primary school students, pre-service teachers.
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Horvat, Saša A., Dušica D. Rodić, Tamara N. Rončević, Snežana Babić-Kekez, and Bojana Trifunović Horvat. "PROCEDURE FOR ASSESSMENT OF THE COGNITIVE COMPLEXITY OF THE PROBLEMS WITH A LIMITING REACTANT." In SCIENCE AND TECHNOLOGY EDUCATION: DEVELOPING A GLOBAL PERSPECTIVE. Scientia Socialis Ltd., 2021. http://dx.doi.org/10.33225/balticste/2021.59.

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Mathematical calculations are an important part of chemistry. Those problems are difficult for students, especially if the task is set with a limiting reactant. The aim of this study was development of a Procedure for evaluation of cognitive complexity of the Stoichiometric Tasks with a Limiting Reactant. The procedure created included an assessment of the difficulty of concepts and an assessment of their interactivity. As a research instrument for assessing performance, the test of knowledge was specifically constructed for this research. Each task in the test was followed by a seven-point Likert scale for the evaluation of the invested mental effort. The research included 58 upper-secondary students. The validity of the procedure was confirmed by a series of regression analyses where statistically significant correlation coefficients are obtained among the examined variables: students’ achievement and invested mental effort from cognitive complexity (independent variable). Keywords: chemistry education, stoichiometry, problem tasks, achievement, mental effort
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Luo, Yuqi, and Chunfang Guo. "Research on Chinese Think Tank Evaluation Based on Bibliometric Analysis." In Proceedings of the 4th International Conference on Contemporary Education, Social Sciences and Humanities (ICCESSH 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/iccessh-19.2019.354.

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Horvat, Saša A., Dušica D. Rodić, Tamara N. Rončević, and Mirjana D. Segedinac. "VALIDATION OF METHOD FOR THE ASSESSMENT OF COGNITIVE COMPLEXITY OF CHEMICAL TECHNOLOGY PROBLEM TASKS." In 3rd International Baltic Symposium on Science and Technology Education (BalticSTE2019). Scientia Socialis Ltd., 2019. http://dx.doi.org/10.33225/balticste/2019.67.

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The aim of research was validation of a method for the assessment of cognitive complexity of chemical technology problem tasks. The method included an assessment of the difficulty of concepts and an assessment of their interactivity. As a research instrument for assessing performance, test of knowledge was used. Each task in the test was followed by a 5-point Likert scale for the evaluation of invested mental effort. The validity of this method was confirmed by a series of linear regression analysis where extremely high values of correlation coefficients are obtained among the examined variables: student’s performance, invested mental effort and cognitive complexity. Keywords: cognitive complexity, problem solving, chemical technology.
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Owoc, Mieczyslaw, Leszek A. Maciaszek, and Krzysztof Hauke. "On Principles of Course Evaluation in Distance Learning Environment." In 2001 Informing Science Conference. Informing Science Institute, 2001. http://dx.doi.org/10.28945/2371.

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Distance learning improves access to education and - in most cases - advances the quality of education delivery. Its key attributes are: openness, interactiveness and using multimedia teaching materials allowing: learning by anybody, at any place and anywhere. In order to assure high quality of learning, the offered courses should satisfy audience expectations and should convey knowledge in modern ways. To analysing teaching effectiveness we have evaluated a number of distance education courses. The paper describes evaluation aspects of distance learning environment and proposes the following criteria useful for this task: knowledge completeness, consistency and adequacy. Apart from knowledge passing, we have to deliver courses in an attractive form. We propose guidelines useful for evaluation of courses prepared in the LearningSpace (Lotus Notes application) environment s. The quality of education can be greatly improved by following these guidelines Two of the courses designed for MBA studies: "Business Plan Preparation” and " Management Decision Support Systems" illustrate the usability of the course evaluation method.
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Peleckis, Kęstutis. "Preparation of International Business Negotiations Strategies Based on Evaluation of Negotiating Power: Case of E-Commerce." In Contemporary Issues in Business, Management and Education. VGTU Technika, 2015. http://dx.doi.org/10.3846/cibme.2015.03.

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Research Design and Methods: logical analysis, generating conclusions, comparing and generalization methods, game theory methods, multiple criteria evaluation. Findings: from experimental verification of model, which was created by author of article for development of international business negotiations strategies, it can be stated that this model can be used for electronic negotiations: both as a standalone tool or as a measure requiring partial negotiator intervention. As well created negotiation strategy model can be used to support the negotiations through various databases. Results of the investigation can be used to create business negotiation strategies in international business, with regard to globalization, internationalization and cooperation processes characterized by multiculturalism. Implications and Recommendations: The use of the heuristic algorithms can help to manage effectively the process of negotiations. Selection of principles and rules must be carried out by specialists of high qualifications and experience, consultants, negotiators in the fields concerned, in order to determine which option is the best, taking into account the specifics of each task, goals and conditions. Contribution and Value Added: perspective of using the developed model of international business negotiations: negotiation support tool, information tool for reducing uncertainty, autonomous engine of the negotiation process, management of large quantities of information.
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"Systematic Improvement of User Engagement with Academic Titles Using Computational Linguistics." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4338.

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Aim/Purpose: This paper describes a novel approach to systematically improve information interactions based solely on its wording. Background: Providing users with information in a form and format that maximizes its effectiveness is a research ‎question of critical importance. Given the growing competition for ‎users’ attention and interest, it is agreed that digital content must engage. However, there are no clear methods or ‎frameworks for evaluation, optimization and creation of such engaging content. Methodology: Following an interdisciplinary literature review, we recognized three key attributes of words that drive user engagement: (1) Novelty (2) Familiarity (3) Emotionality. Based on these attributes, we developed a model to systematically improve a ‎given content using computational linguistics, natural language processing (NLP) and text analysis (word frequency, sentiment analysis and lexical substitution). We conducted a pilot study (n=216) in which the model was used to ‎formalize evaluation and optimization of academic titles. A between-group design (A/B testing) was used to compare responses to the ‎original and modified (treatment) titles. Data was collected for selection and evaluation (User Engagement Scale). Contribution: The pilot results suggest that user engagement‎ with digital information is ‎fostered by, and perhaps dependent upon, the wording being used. They also provide empirical support that engaging content can be systematically evaluated and produced. Findings: The preliminary results show that the modified (treatment) titles had significantly higher scores for information use and user engagement (selection and evaluation). Recommendations for Practitioners: We ‎propose that computational linguistics is a useful approach for optimizing information interactions. The ‎empirically based insights can inform the development of digital content strategies, ‎thereby improving the ‎success of information interactions. ‎ Recommendations for Researchers: By understanding and operationalizing ‎content strategy and engagement, we can ‎begin to ‎focus efforts on designing interfaces which ‎engage users with features ‎‎‎appropriate to the task and context of their interactions. This study will benefit the ‎information science field by ‎enabling researchers ‎and practitioners ‎alike to ‎understand the dynamic relationship ‎between users, computer applications and ‎tasks, ‎how to ‎assess whether ‎engagement is taking place and how to design ‎interfaces that ‎engage ‎users.‎ Impact on Society: This research can be used as an important starting point for ‎understanding ‎the phenomenon of digital ‎information interactions and the factors that promote ‎and facilitates them. It can also aid in the ‎‎development of a broad framework for systematic evaluation, ‎optimization, and creation of effective digital ‎content. ‎ Future Research: Moving forward, the validity, reliability and generalizability of ‎our model should be tested in various ‎contexts. In future research, we propose to include additional linguistic factors and ‎develop more ‎sophisticated interaction measures. ‎
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Yáñez-Monje, Verónica, Mariana Aillon-Neumann, and Cecilia Maldonado-Elevancini. "THE RELEVANCE OF FEEDBACK MESSAGES IN COMMUNICATING QUALITY IN EDUCATIONAL CLASSROOM SETTINGS." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end020.

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"This paper put forward an in-depth reflection grounded on two studies. The first regards to doctoral research designed to investigate teachers ‘interpretations of feedback in terms of theory and practice and it explores how this might be informed by their conceptions of how students learn. The inquiry involves three Year 5 and one Year 4 teachers from three different primary schools in London. The main sources of data comprise classroom observation and teachers’ interviews focusing on teachers’ feedback practices and the underlying principles that guide them in the actual conducting of classroom interaction and through pupils written assignments. Analysis suggested that feedback focused on correcting basics errors, seeking further actions on the task at hand and contrasting the work with learning objective and success criteria. The main lessons learnt from the practices and views held by teachers in England were distilled into little stories and made them accessible to other teachers to help them to reflect on their own positions on the feedback issues. This was endeavoured in the context of the work in Chile within a teacher professional development programme with 60 enrolled primary school teachers. They were asked to select written assignments stemming from their pupils work to design written feedback for these tasks. This is followed by an iterative process of reflection about the messages conveyed through their comments. Data show that the teachers faced difficulties at the initial stages of development as their comments were evaluative, that is, centred on what was missing, with little room for students’ self-assessment. The participants greatly improved their elaborated comments as being more descriptive, and with a focal point on the task features. Both studies provide insightful data in terms of the problematic nature of teachers’ comments as pupils cannot achieve a broader understanding of quality within their pieces of work. It seems that teachers still hold a remedial approach to feedback. (Black & Wiliam, 2012, Swaffield, S. 2011; Sadler, 2007,2010)."
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Ma, Danni. "CULTIVATION OF CULTURAL SELF-CONFIDENCE IN COLLEGE FOREIGN LANGUAGES COURSE." In Chinese Studies in the 21st Century. Buryat State University Publishing Department, 2022. http://dx.doi.org/10.18101/978-5-9793-1802-8-2022-217-220.

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Cultivating students with "Chinese wisdom and international vision" has become the primary task for College Foreign Language courses in Chinese universities. This paper analyzes the causes of Chinese cultural aphasia in foreign language education, explores strategies of integrating excellent traditional Chinese culture into foreign language teaching, including switching teaching philosophy, reorganizing teaching materials, optimizing teaching methods and improving evaluation mechanism.
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Cobos, Maximo, Miguel Arevalillo-Herráez, Esther De Ves, Sandra Roger, Miguel García-Pineda, Francisco Grimaldo, Ariadna Fuertes, et al. "Game-based learning supported by audience response tools: game proposals and preliminary assessment." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8044.

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The so-called game-based learning strategies are based on introducing games in the classrooms to improve aspects such as student performance, concentration and effort. Currently, they provide a very useful resource to increase the motivation of university students, generating a better atmosphere among peers and between student and teacher, which in turn is generally translated into better academic results. However, the design of games that successfully achieve the desired teaching-learning objectives is not a trivial task. This work focuses on the design of games that allow the assessment of ICT-related university subjects. Specifically, three different games are proposed, all based on student participation in teams. After undertaking a preliminary evaluation of the different games, and observing the results obtained in different subjects taught by different teachers, the advantages and disadvantages of each game are discussed. This preliminary study will thus serve as an starting point for a more exhaustive study on the designed games, by including an statistical analysis considering the time variable (results in different academic courses).
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Reports on the topic "Task analysis in education Evaluation"

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Савченко, Лариса Олексіївна. Characteristic of the future specialists professional preparation to the quality educational assessment. Педагогічна думка, 2015. http://dx.doi.org/10.31812/0564/365.

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To consider the characteristics of the levels of formation of professional readiness of future specialists to pedagogical diagnostics of quality of education. Diagnostics of levels of formation of professional training of future teachers is realized through a number of research methods: observation, testing, interview, analysis of the results. The basis of the diagnostic systems research on three-level assessment scale, supplemented by «high level», which allows to adapt to local conditions and to enrich the features of a particular region. Analysis of modern works on the organization of control of educational achievements of students; the log books of progress and attendance of students in classes, conversations with teachers and our own observations have proved that in educational practice there are different models of the organization of control of educational achievements of students in pedagogical disciplines and professional subject training, validation should be carried out using various schemes and scales of evaluation present different approaches to the calculation of rating of students (in some cases even within the same University) and others. The analysis proved that the existing complex control tasks and tasks for independent work is only seventy percent of jobs differentiated by professional orientation, the rest of the job for the overall development of pedagogical competence of students. In our opinion, well developed task, that is, those that consist mainly of problems of professional and pedagogical orientation that enhance future teachers ‘ motivation to learn pedagogical disciplines. The quality of education becomes the main reference point that determines the credibility and competitiveness of educational institutions on regional, national level and international arena.
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Rayner, Gail T., Abbas Darabi, and Beatrice J. Farr. Job Skills Education Program: Review of the Job Task Analysis and Clustering Schema. Fort Belvoir, VA: Defense Technical Information Center, March 1985. http://dx.doi.org/10.21236/ada162865.

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Kaye, R. D., K. Henriksen, R. Jones, D. S. Morisseau, and D. I. Serig. Human factors evaluation of teletherapy: Function and task analysis. Volume 2. Office of Scientific and Technical Information (OSTI), July 1995. http://dx.doi.org/10.2172/95579.

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Callan, J. R., J. W. III Gwynne, T. T. Kelly, F. A. Muckler, W. M. Saunders, R. P. Lepage, E. Chin, I. Schoenfeld, and D. I. Serig. Human factors evaluation of remote afterloading brachytherapy. Volume 2, Function and task analysis. Office of Scientific and Technical Information (OSTI), May 1995. http://dx.doi.org/10.2172/97039.

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Nezhyva, Liudmyla L., Svitlana P. Palamar, and Oksana S. Lytvyn. Perspectives on the use of augmented reality within the linguistic and literary field of primary education. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4415.

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The article analyzes the scientific sources on the problem of augmented reality in the educational field. There is a fragmentary rationale for new technology in primary school, to a greater extent the experience of scientists and practitioners relate to the integrated course “I am exploring the world”. The peculiarities of Ukrainian and foreign writers’ works with AR applications, which are appropriate to use during the classes of literary reading, are analyzed. The authors substantiated the prospect of augmented reality technology for mastering the artistic image of the world of literary work, the relevance of use of AR to modern educational challenges, and also demonstrated the possibility of immersion into the space of artistic creation and activation of students’ imagination with the help of AR applications. The article demonstrates the possibilities of use AR-technology for the development of emotional intelligence and creative thinking, solving educational tasks by setting up an active dialogue with literary heroes. The basic stages of the application of AR technologies in the literary reading lessons in accordance with the opportunities of the electronic resource are described: involvement; interaction; listening, reading and audition; research; creative work; evaluation. It is confirmed that in the process of using augmented reality technology during the reading lessons, the qualitative changes in the process of formation of the reader’s culture of the students of experimental classes appears, as well as the increase of motivation, development of emotional intelligence and creative thinking.
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AMERICAN POWER JET CO RIDGEFIELD NJ. Structured Analysis/Design, LSA Task 303, Evaluation of Alternatives and Trade-Off Analysis: Subtask 303.2.3 System Trade-Offs. Fort Belvoir, VA: Defense Technical Information Center, April 1990. http://dx.doi.org/10.21236/ada255472.

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Dulcos, Ronald, and Ned Shepherd. Structured Analysis of the Logistic Support Analysis (LSA) Task 303, Evaluation of Alternatives and Trade-Off Analysis, Subtask 303.2.7, Level of Repair Analysis. Fort Belvoir, VA: Defense Technical Information Center, August 1988. http://dx.doi.org/10.21236/ada257729.

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Duclos, Ronald, and Ned Shepherd. Structured Analysis/Design - LSA Task 303, Evaluation of Alternatives and Trade-off Analysis, Subtask 303.2.5, Manpower and Personnel Trade-Offs. Fort Belvoir, VA: Defense Technical Information Center, September 1989. http://dx.doi.org/10.21236/ada255550.

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Balducci, Patrick J., Trevor D. Hardy, Di Wu, Vilayanur V. Viswanathan, William J. Hutton, and Philip A. Craig. Washington Clean Energy Fund: Use Case Analysis Project Task 2.1 Preliminary Report Outlining Data Needs for Financial Evaluation. Office of Scientific and Technical Information (OSTI), November 2015. http://dx.doi.org/10.2172/1439713.

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Apian-Bennewitz, Peter, Jan de Boer, Bruno Bueno, Bertrand Deroisy, Yuan Fang, David Geisler-Moroder, Lars O. Grobe, et al. Analysis and evaluation of BSDF characterization of daylighting systems. Edited by David Geisler-Moroder. IEA SHC Task 61, October 2021. http://dx.doi.org/10.18777/ieashc-task61-2021-0012.

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This technical report summarizes the current state of the art in the field of characterization of daylighting and shading systems by bidirectional scattering distribution functions (BSDFs) and documents the results of an inter-laboratory round robin test. It is the result of collaborative work conducted by members of the IEA SHC Task 61 / EBC Annex 77, Subtask C2.
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