scholarly journals Developing a context-based assessment: Task characteristic facet

2020 ◽  
Vol 1440 ◽  
pp. 012015
Author(s):  
C D Ismail ◽  
A Wiyarsi
Keyword(s):  
Assessment Task ◽  
Task Characteristic

scholarly journals On the Effect of Standing and Seated Viewing of 360∘ Videos on Subjective Quality Assessment: A Pilot Study

Computers ◽  
2021 ◽  
Vol 10 (6) ◽  
pp. 80
Author(s):  
Yan Hu ◽  
Majed Elwardy ◽  
Hans-Jürgen Zepernick
Keyword(s):  
Pilot Study ◽  
Quality Assessment ◽  
Video Quality ◽  
Ground Truth ◽  
Subjective Quality ◽  
Simulator Sickness ◽  
Subjective Quality Assessment ◽  
Assessment Task ◽  
Average Rating ◽  
Subjective Tests

Due to the advances in head-mounted displays (HMDs), hardware and software technologies, and mobile connectivity, virtual reality (VR) applications such as viewing 360∘ videos on HMDs have seen an increased interest in a wide range of consumer and vertical markets. Quality assessment of digital media systems and services related to immersive visual stimuli has been one of the challenging problems of multimedia signal processing. Specifically, subjective quality assessment of 360∘ videos presented on HMDs is needed to obtain a ground truth on the visual quality as perceived by humans. Standardized test methodologies to assess the subjective quality of 360∘ videos on HMDs are currently not as developed as for conventional videos and are subject to further study. In addition, subjective tests related to quality assessment of 360∘ videos are commonly conducted with participants seated on a chair but neglect other options of consumption such as standing viewing. In this paper, we compare the effect that standing and seated viewing of 360∘ videos on an HMD has on subjective quality assessment. A pilot study was conducted to obtain psychophysical and psychophysiological data that covers explicit and implicit responses of the participants to the shown 360∘ video stimuli with different quality levels. The statistical analysis of the data gathered in the pilot study is reported in terms of average rating times, mean opinion scores, standard deviation of opinion scores, head movements, pupil diameter, galvanic skin response (GSR), and simulator sickness scores. The results indicate that the average rating times consumed for 360∘ video quality assessment are similar for standing and seated viewing. Further, the participants showed higher resolving power among different 360∘ video quality levels and were more confident about the given opinion scores for seated viewing. On the other hand, a larger scene exploration of 360∘ videos was observed for standing viewing which appears to distract from the quality assessment task. A slightly higher pupil dilation was recorded for standing viewing which suggests a slightly more immersed experience compared to seated viewing. GSR data indicate a lower degree of emotional arousal in seated viewing which seems to allow the participants to better conduct the quality assessment task. Similarly, simulator sickness symptoms are kept significantly lower when seated. The pilot study also contributes to a holistic view of subjective quality assessment and provides indicative ground truth that can guide the design of large-scale subjective tests.

scholarly journals Walking the Talk: Enhancing Future Teachers’ Capacity to Embed Social-Emotional Learning in Middle Years Classrooms

2018 ◽  
Vol 8 (3) ◽  
pp. 143
Author(s):  
Katherine Main
Keyword(s):  
Academic Success ◽  
Classroom Climate ◽  
Social Emotional ◽  
Emotional Competencies ◽  
Emotional Skills ◽  
Assessment Task ◽  
Social And Emotional ◽  
Social And Emotional Skills ◽  
Significant Difference ◽  
Poor Outcomes

Early adolescence marks a developmental period during which there is a window of opportunity to explicitly teach and make a significant difference in a young person’s development of social and emotional competencies (SECs). All students can benefit from the inclusion of SECs and failing to develop such SECs can result in poor outcomes in several domains including personal, social, and academic outcomes. Research on social and emotional programs for young adolescent learners has shown that a ‘skills and drills’ approach is far less effective than focusing on mind-sets and classroom climate. Although the role teachers play in explicitly teaching and supporting young adolescents’ SECs has been recognised, teachers have reported a lack of confidence in knowing what, and how to teach these skills. This paper reports on a teacher education course that embedded social and emotional skills into both coursework design and assessment expectations. Results drawn from an analysis of students’ responses to their main assessment task showed that pre-service teachers had a growing awareness of SECs and, in particular, were able to recognise the importance of focusing on the building of students’ SECs to support academic success across a broad range of curriculum areas.

Student perceptions and use of an assessment rubric for a group concept map in physiology

2008 ◽  
Vol 32 (1) ◽  
pp. 47-54 ◽  
Author(s):  
Roger W. Moni ◽  
Karen B. Moni
Keyword(s):  
Student Perceptions ◽  
Concept Maps ◽  
Second Phase ◽  
Grade Group ◽  
Assessment Task ◽  
Study Approach ◽  
Complex Concept ◽  
Academic Grades ◽  
Group Concept ◽  
Assessment Rubric

We previously reported how the opinions of second-year dentistry students and faculty members can be used to construct an assessment rubric to grade group-based concept maps in physiology ( 14 ). This article describes the second phase of this study of the subsequent year's cohort. A case study approach was used to investigate how groups of students used the criteria to complete their complex concept maps. Students' opinions about the assessment task and newly constructed rubric were sampled. Opinions across groups were correlated to academic achievements in the course. Two groups of four students volunteered to be videorecorded during a 4-h workshop, during which they completed their maps. The mapping task was not generally favored by students. However, those students who did favor the task achieved higher academic grades. Most students favored the newly constructed assessment rubric, commenting that it was easy to understand, fair, and appropriate, but reported that extra guidance from tutors and other resources were required. Coded videorecordings of the two observation groups revealed complex interactions around the three criteria of content, logic and understanding, and presentation. Two broad patterns of working were identified. One group distributed their efforts more evenly across the criteria, whereas the other group completed their maps by addressing the criteria in stages. These findings clearly indicate the academic challenges and social complexity in how students work in groups to complete complex concept maps in physiology.

scholarly journals Expert System of Diagnosing Building Damage due to Earthquake using Backpropagation Artificial Neural Network Method

2020 ◽  
Vol 4 (1) ◽  
pp. 75-83
Author(s):  
Topan Khrisnanda ◽  
Ida Bagus Ketut Widiartha ◽  
I Gede Pasek Suta Wijaya
Keyword(s):  
Neural Network ◽  
Expert System ◽  
Building Damage ◽  
Neural Network Method ◽  
Assessment Task ◽  
Opinion Score ◽  
Average Accuracy ◽  
Network Method ◽  
Artificial Neural Network Method ◽  
Testing Techniques

Earthquake is one of the most destructive natural disasters. After the earthquake, experts were deployed to survey the damage that occurred. One of the main objectives of the assessment task carried out by experts is to evaluate and classify buildings into several categories based on the level of damage that occurs. In this study, an expert system that could facilitate the assessment of building damage due to the earthquake was made using Backpropagation neural network method. The testing techniques used in this system are blackbox, accuracy and Mean Opinion Score (MOS) testing. MOS testing conducted by 30 respondents produced an MOS value of 4.54 from a scale of 5. While the average accuracy of the system obtained is 82.22% of the 30 case cases tested by 3 building damage experts.

NNWSI Performance Assessment Considerations

1983 ◽  
Vol 26 ◽  
Author(s):  
L. D. Tyler ◽  
R. R. Peters ◽  
N. K. Hayden ◽  
J. K. Johnstone ◽  
S. Sinnock
Keyword(s):  
Performance Assessment ◽  
Nuclear Waste ◽  
Yucca Mountain ◽  
Department Of Energy ◽  
Nuclear Waste Repository ◽  
Nuclear Waste Storage ◽  
Human Environment ◽  
Assessment Task ◽  
Waste Storage ◽  
A Site

ABSTRACTThe Nevada Nuclear Waste Storage Investigations (NNWSI) project includes a Performance Assessment task to evaluate the containment and isolation potential for a nuclear waste repository at Yucca Mountain in southern Nevada. This task includes calculations of the rates and concentrations at which radionuclides might be released and transported from the repository and will predict their consequences if they enter the human environment. Among the major tasks required for these calculations will be the development of models for water flow and nuclide transport under unsaturated conditions and in fractured hard rock. The program must also quantify the uncertainties associated with the results of the calculations. The performance assessment will provide evaluations needed for making major decisions as the U. S. Department of Energy seeks a site for a repository. An evaluation will be part of the environmental assessments prepared to accompany the potential nomination of the site. If the Yucca mountain site is selected for characterization and development as a repository, the assessments will be required for an environmental impact statement, a safety analysis report, and other documents.This program has been divided into five tasks. Collectively they will provide the performance assessments needed for the NNWSI Project.

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