Voltage Online Assessment and Decision-Making Based on POPF with HVDC Transmission Capability and RES Fluctuation Consideration

We assess the Situational Intelligence (SQ) component of the MirMe assessment system for 21st century skills. MirMe is an online, game-based psychometric instrument developed by LogicMills. The SQ component measures skills related to decision-making and critical thinking. It does so via AI-driven heuristic engines that deploy analogs of “fast and frugal” heuristics. Approximately 7,000 participants (aged 5 to 92) and 25,000 gameplays were involved in the various validation studies. Results support the conclusion that MirMe’s SQ measures are internally consistent (Cronbach alpha ranging from .71 to .93). Results also suggest that MirMe may be a better predictor of student academic performance (measured by GPA) than A-levels (MirMe r2 = .265, p < .001; A-levels r2 = .209, p < .001). MirMe also appears to predict the kinds of co-curricular activities students participate in both prior to and during university.

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Academic Integrity in Online Assessment: A Research Review

Frontiers in Education ◽

10.3389/feduc.2021.639814 ◽

2021 ◽

Vol 6 ◽

Author(s):

Olivia L. Holden ◽

Meghan E. Norris ◽

Valerie A. Kuhlmeier

Keyword(s):

Decision Making ◽

Academic Dishonesty ◽

Academic Integrity ◽

Online Courses ◽

Research Review ◽

Online Assessment ◽

Decision Making Process ◽

Assessment Practices ◽

Evidence Based ◽

Evidence Based Practices

This paper provides a review of current research on academic integrity in higher education, with a focus on its application to assessment practices in online courses. Understanding the types and causes of academic dishonesty can inform the suite of methods that might be used to most effectively promote academic integrity. Thus, the paper first addresses the question of why students engage in academically dishonest behaviours. Then, a review of current methods to reduce academically dishonest behaviours is presented. Acknowledging the increasing use of online courses within the postsecondary curriculum, it is our hope that this review will aid instructors and administrators in their decision-making process regarding online evaluations and encourage future study that will form the foundation of evidence-based practices.

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Evaluation of MirMe® Online Assessment for 21st Century Skills: Situational Intelligence (SQ) and online psychometric assessment of 21st century skills

10.31124/advance.16988389 ◽

2021 ◽

Author(s):

Shenghua Luan ◽

Mark Nowacki

Keyword(s):

Decision Making ◽

21St Century ◽

Validation Studies ◽

21St Century Skills ◽

Assessment System ◽

Online Assessment ◽

Psychometric Assessment ◽

Online Game ◽

Psychometric Instrument ◽

Student Academic Performance

We assess the Situational Intelligence (SQ) component of the MirMe assessment system for 21st century skills. MirMe is an online, game-based psychometric instrument developed by LogicMills. The SQ component measures skills related to decision-making and critical thinking. It does so via AI-driven heuristic engines that deploy analogs of “fast and frugal” heuristics. Approximately 7,000 participants (aged 5 to 92) and 25,000 gameplays were involved in the various validation studies. Results support the conclusion that MirMe’s SQ measures are internally consistent (Cronbach alpha ranging from .71 to .93). Results also suggest that MirMe may be a better predictor of student academic performance (measured by GPA) than A-levels (MirMe r2 = .265, p < .001; A-levels r2 = .209, p < .001). MirMe also appears to predict the kinds of co-curricular activities students participate in both prior to and during university.

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Online Assessment Distribution Models for Testing Programs

Online Assessment and Measurement ◽

10.4018/978-1-59140-497-2.ch014 ◽

2011 ◽

pp. 196-205

Author(s):

Anthony R. Zara

Keyword(s):

Decision Making ◽

Online Assessment ◽

Distribution Models ◽

High Stakes ◽

Good Decision ◽

Computerized Assessments ◽

Assessment Program ◽

Online Assessments ◽

Operational Program ◽

Globally Distributed

This chapter discusses three distribution models for online assessments and their characteristics. Since 1999, Pearson VUE has been assisting clients in achieving their goals of providing globally distributed computerized assessments for high-stakes certification and licensure purposes. We have identified three major distribution models for the delivery of online assessments: (a) controlled, (b) global, and (c) ubiquitous. Each of these models is appropriate for some types of online assessments but not others. The characteristics of each model interact with the features of the online assessment program in important ways to either advance or impede the goals of the assessment. Operational program experience shows that these strengths and weaknesses must be analyzed and considered with the assessment goals as part of a good decision-making process.

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Discarding optimality: Throwing out the baby with the bathwater?

Behavioral and Brain Sciences ◽

10.1017/s0140525x18001401 ◽

2018 ◽

Vol 41 ◽

Cited By ~ 1

Author(s):

Patrick Simen ◽

Fuat Balcı

Keyword(s):

Decision Making ◽

Perceptual Decision Making ◽

Reward Rate ◽

Perceptual Decision ◽

Standard Observer ◽

Rate Maximization ◽

Reward Rate Maximization ◽

Descriptive Standard ◽

Observer Model

AbstractRahnev & Denison (R&D) argue against normative theories and in favor of a more descriptive “standard observer model” of perceptual decision making. We agree with the authors in many respects, but we argue that optimality (specifically, reward-rate maximization) has proved demonstrably useful as a hypothesis, contrary to the authors’ claims.

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LPCD framework: Analytical tool or psychological model?

Behavioral and Brain Sciences ◽

10.1017/s0140525x18001383 ◽

2018 ◽

Vol 41 ◽

Author(s):

David Danks

Keyword(s):

Decision Making ◽

Analytical Tool ◽

Mathematical Framework ◽

Bayesian Decision ◽

Perceptual Decision Making ◽

Psychological Model ◽

Psychological Reality ◽

Psychological Theories ◽

Target Article ◽

Bayesian Decision Making

AbstractThe target article uses a mathematical framework derived from Bayesian decision making to demonstrate suboptimal decision making but then attributes psychological reality to the framework components. Rahnev & Denison's (R&D) positive proposal thus risks ignoring plausible psychological theories that could implement complex perceptual decision making. We must be careful not to slide from success with an analytical tool to the reality of the tool components.

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Elaborating the role of reflection and individual differences in the study of folk-economic beliefs

Behavioral and Brain Sciences ◽

10.1017/s0140525x18000274 ◽

2018 ◽

Vol 41 ◽

Author(s):

Kevin Arceneaux

Keyword(s):

Decision Making ◽

Individual Differences ◽

Cognitive Processes ◽

Evolutionary History ◽

Behavioral Responses ◽

History Of ◽

Economic Beliefs

AbstractIntuitions guide decision-making, and looking to the evolutionary history of humans illuminates why some behavioral responses are more intuitive than others. Yet a place remains for cognitive processes to second-guess intuitive responses – that is, to be reflective – and individual differences abound in automatic, intuitive processing as well.

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