The proposed framework is adapted from an existing assessment system, which was outlined by the Ministry of Human Resources with the addition of other features from current E-Portfolio technologies. The aim of this study is to present a new comprehensive framework that contains a combination of e-portfolio applications that align with the current methodology of CBT assessment as a blended approach to formative assessment. Senior officers at the Ministry of Human Resources, Principals and Instructors of Training Institutes have been questioned via the medium of email based interviews to establish their views on the need for this kind of e-Portfolio as well as the possible constraints that would be faced.
All interviewees agreed that the e-Portfolio is well suited for implementation as an evaluation method to improve the IT skills of the students. However, they also highlighted constraints that should also be considered before implementation to ensure this system will be effectively installed and completely functional.
Scientific reasoning is a key skill in academic contexts and may be trained with interactive learning tasks, that require learners to explicitly give reasons for their solution. We provide a general, mathematically motivated algebraic model for reasoning tasks that enables computer-based analysis of answers and feedback generation, especially in the case of tasks that have distinct permissible correct solutions; furthermore we present our ready sample implementation guided by that model.
Assessing large populations of students puts a serious burden on teaching staff capacity. For open-format assignments, automation of the reviewing process can offer only limited support. Peer ranking is a partial solution to the problem, with the added benefit that students' critical reading skills are developed. To remedy these shortcomings, we suggest an approach to peer ranking, inspired by Jon Kleinberg's HITS-algorithm, where both the students' assignment results and the quality of their double anonymous peer reviews are algorithmically ranked.
Based on preliminary model calculations, we estimate that this strategy may reduce the required effort for reviewing open-format assignments approximately by a factor of ten. A first large-scale pilot with this method will take place in undergraduate courses at Eindhoven University of Technology, spring Since this involves about students, automated support is a must. We describe the peer reviewing facilities that were introduced in our web-based education support system named peach3.
The benefits of using ePortfolios in widespread Distributed Learning Environments are hindered by two problems: students have difficulties in selecting which learning artifacts may demonstrate the acquisition of certain learning skills; and, both teachers and students have difficulties in collecting evidences produced by means of distributed and heterogeneous tools. This paper proposes a model aimed at enhancing the description of learning activities with information about the evidences they are expected to generate. This model is a first step towards the definition of an evidence-aware learning design process by means of which teachers make explicit pedagogical-informed decisions involving the generation and subsequent utilization of learning evidences.
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As a proof of concept, we apply this model in an authentic learning scenario, trying to alleviate the two aforementioned problems. Balanced Scoring Method for Multiple-mark Questions.
Advantages and disadvantages of a learning assessment based on multiple-choice questions MCQs are a long and widely discussed issue in the scientific community. However, in practice this type of questions is very popular due to the possibility of automatic evaluation and scoring. Consequently, an important research question is to exploiting the strengths and mitigate the weaknesses of MCQs. In this work we discuss one particularly important issue of MCQs, namely methods for scoring results in the case, when the MCQ has several correct alternatives multiple-mark questions, MMQs.
We propose a general approach and mathematical model to score MMQs, that aims at recognizing guessing while at the same time resulting in a balanced score. The rational of our approach is that scoring should be based on the guessing level of the question. Our approach can be added as an option, or even as a replacement for manual penalization. We show that our scoring method outperforms existing methods and demonstrate that with synthetic and real experiments.
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Our purpose of the study was to use the acceleration of knowledge flow to predict practical use of digital skills. For this purpose, we identified certain variables to be correlated for practical uses probability as a guide for their effectiveness for e-learning assessment.
The study was based on evaluating a group of five hundred learners. We designed four types of questionnaires and one telephone survey to assess different aspects of the course topics that affect the practical uses of digital skills. We applied knowledge management theory, basic principles of classical mechanics and statistical analysis.
We developed a formula for linear regression equations for practical uses of digital skills probability. As potential predictor for effective delivery of different topics of an e-learning course we obtained knowledge flow acceleration. The results indicated that one of the factors for determining practical uses probability in the e-inclusion model for an e-learning course was related to knowledge flow acceleration. Educational activities previously performed in Second Life are now more and more move moving to other alternatives. This study concentrates on the features of Second Life and its open-source alternative, OpenSim that affect the results of the in-world educational activities.
The need for educators to take these features into account is another focus of this study which also aims to highlight the similarities and differences between the contexts of Second Life and OpenSim worlds, whether internally or externally hosted, as well as their potentials and weaknesses.
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In this work we describe a three-year teaching experience in an Information Systems course for a Management Engineering Master degree, where the course's focus was on business process modeling and on the technical aspects related to process implementation in a commercial software suite. In particular, we underwent a modeling shift from a Petri Nets description of concurrent processes to a full, business-process oriented methodology as proposed by Sharp and Mc Dermott Sharp and McDermott, Sharp and McDermott, This latter methodology was extended with additional data models, such Entity Life History, dealing with entities life cycle and dynamics.
The students engaged in modeling the business processes of a real Small Medium Enterprise operating in the local area. A comparison of the adopted modeling strategies is presented, as well as common student errors in the design and implementation phase, together with some lessons learnt. We report our experience of including the implementation of a player of a computer game as a programming project in a CS2 course focusing in data structures and algorithms.
Every semester, an instructor designs the rules of a game, prepares its visualization, and implements an elementary player with a very simple strategy. The game is then delivered to students who, as a first step in order to pass the project, must program a player that wins the elementary player.
Then, a tournament begins among all the students with accepted players. At every round of this tournament a player is eliminated until just one player, the champion, survives.
Grades for this assignment are computed automatically and increasingly with respect to the round where students have been eliminated. The result is a fun and very motivating programming experience for our students. Research on Automatic Assessment of Transferable Skills.
Automatic Assessment is an important research subject in Computer Assisted Assessment. However, for transferable skills, which have become important talent criteria in the talent standard of modern service industry and higher education, there are few universal and effective automatic assessment methods.
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In order to improve the efficiency of the assessment of transferable skills, and provide methodology foundation for automatic assessment of transferable skills, this paper combines the automatic assessment methods based on operation result and operation sequence, and proposes an automatic assessment method for transferable skills. This method includes four parts: definition of user behavior model, collection mechanism of user operation sequence, rule matching algorithm, and weighted score summary.
In addition, this paper introduces an instantiated application in a virtual simulation environment to evaluate the proposed method. Many stakeholders in higher education develop with time. Such platforms are intended for instructors to help them produce teaching specifications and quality teaching designs.
We first of all present drivers of change that currently affect universities and we discuss some specific aspects of education in higher education. We then derive a set of support requirements for instructors and provide a services design that TCMS should comply with. The work is devoted to evaluation component introduction into higher education management systems. Three classes of problems of comprehensive assessment are considered.
The appropriate assessment models are suggested. In the context of research concerning computer-mediated learning environments CMLEs , the construct of flow, or optimal experience, has been positively linked with students' learning outcomes, such as affective and cognitive perceptions of learning and the development of academic skills.
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However, this linkage is compromised by inconsistent characterizations of flow across studies and divergent measures of when flow may have occurred during learning. Further, characterizations of learning have differed across studies i. In this paper, we review these inconsistencies and discuss how meta-analysis may be one means by which we can examine whether flow does impact learning within CMLEs, given the differing operationalizations of flow and learning that are found within the extant literature.
This study addresses the gender differences of cognitive processes involved in program debugging. In the experiment, twenty-five participants were asked to find bugs in the test programs. Cognitive processes were then obtained by employing sequential analysis of gaze data to investigate the significant sequences of attention areas. Cognitive processes of different genders were investigated by comparing the tracing sequences of program debugging.
The experimental results show that both genders had limited working memory capacities for debugging the iterative program with complex computation. But females needed more manual calculation for the recursive program in this study. For the iterative structure, females tended to grasp the program requirements and then trace into the major part of the program, while males traced the change of output value according to the logic of the iterative statements. For the recursive problem, females traced the flow of recursive induction and the stop condition to execute the program and find bugs, while males traced the recursive function in a more leaping way.
Moura, Marcelo A. Start-ups and other innovative, but small enterprises — such as those associated with business incubators - usually have financial limitations that hinder their attempt to properly address product and service lifecycle challenges. Some of these challenges regard aspects of prototyping, production and logistics PPL. Inability to properly address PPL challenges sometimes delays time-to-market too long, causing the company to fail.
Creating such a Centre is timing consuming and resource intensive. Therefore it must be demonstrated that the investment will be worthwhile. A small investigation has been conducted which has looked into the PPL needs of technologybased enterprises associated with the incubator. The results have been used to specify and initially operate the Centre to allow for a more blended style in service provision. The mathematical competence of first year students is an important success factor at least for technical studies. As a significant percentage of students do not have sufficient mathematical skills, universities often utilise blended learning courses to increase these skills prior to the start of studies.
Due to the diversity of students and their educational backgrounds, individual strategies are needed to achieve the necessary competence for successfully managing their studies. This paper describes our approach at the University of Applied Sciences Ruhr West, where we are using personalized blended learning concepts based on the measurement of individual mathematical competences at the beginning of a coaching process.
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This is used to gain a better matching between the individual learner level and the adapted learning concepts. We combine individual presence learning groups and a personalized e-learning environment. This environment is adapted based on mathematical skills of each student. It uses individual learning advices, short-term optical feedback and up to date e-learning material in a Moodle-based LMS learning management system.