scholarly journals Digitizing practical production work for high-stakes assessments / La numérisation de travaux pratiques de production pour les évaluations à enjeux élevés / La numérisation de travaux pratiques de production pour les évaluations à enjeux élevés

2014 ◽  
Vol 40 (2) ◽  
Author(s):  
Paul Newhouse ◽  
Pina Tarricone
Keyword(s):  
Digital Technologies ◽  
Creative Expression ◽  
Practical Work ◽  
Viable Alternative ◽  
Validity And Reliability ◽  
High Stakes ◽  
External Assessment ◽  
Digital Representations ◽  
Alternative Approaches ◽  
Traditional Approaches

High-stakes external assessment for practical courses is fraught with problems impacting on the manageability, validity and reliability of scoring. Alternative approaches to assessment using digital technologies have the potential to address these problems. This paper describes a study that investigated the use of these technologies to create and submit digital representations of practical production work and forms of creative expression for summative high-stakes assessment. The study set out to determine the feasibility of students creating and submitting these digital representations for assessment and to identify which of analytical or comparative pairs scoring generated the more reliable scores. This paper proposes that scoring digital representations of creative practical work submitted by students is a viable alternative to traditional approaches to assessment. L’évaluation externe à enjeux élevés dans les cours pratiques se heurte à des problèmes qui se répercutent sur la gestion, la validité et la fiabilité de la notation. Des approches différentes de l'évaluation utilisant des technologies numériques ont le potentiel de remédier à ces problèmes. Cet article décrit une étude consacrée à l'utilisation de ces technologies pour créer et soumettre des représentations numériques de travaux pratiques de production et de création pour une évaluation sommative à enjeux élevés. L'étude visait à déterminer si la création de ces représentations numériques par les étudiants et leur soumission pour évaluation étaient réalisables. Elle visait aussi à identifier quel système de notation de groupe, analytique ou comparatif, générait les scores les plus fiables. Cet article soutient que noter les représentations numériques de travaux pratiques soumis par les étudiants offre un choix viable aux approches traditionnelles d'évaluation.

scholarly journals Does Spelling Still Matter—and If So, How Should It Be Taught? Perspectives from Contemporary and Historical Research

2021 ◽  
Author(s):  
Steven C. Pan ◽  
Timothy C. Rickard ◽  
Robert A. Bjork
Keyword(s):  
Approaches To Teaching ◽  
Traditional Methods ◽  
High Stakes ◽  
Early 21St Century ◽  
Relevant Evidence ◽  
Spelling Instruction ◽  
English Speaking ◽  
The Subject ◽  
Traditional Approaches

AbstractA century ago, spelling skills were highly valued and widely taught in schools using traditional methods, such as weekly lists, drill exercises, and low- and high-stakes spelling tests. That approach was featured in best-selling textbooks such as the Horn-Ashbaugh Speller of 1920. In the early 21st century, however, skepticism as to the importance of spelling has grown, some schools have deemphasized or abandoned spelling instruction altogether, and there has been a proliferation of non-traditional approaches to teaching spelling. These trends invite a reevaluation of the role of spelling in modern English-speaking societies and whether the subject should be explicitly taught (and if so, what are research-supported methods for doing so). In this article, we examine the literature to address whether spelling skills are still important enough to be taught, summarize relevant evidence, and argue that a comparison of common approaches to spelling instruction in the early 20th century versus more recent approaches provides some valuable insights. We also discuss the value of explicit spelling instruction and highlight potentially effective ways to implement such instruction, including the use of spelling tests. Overall, our goals are to better characterize the role of spelling skills in today’s society and to identify several pedagogical approaches—some derived from traditional methods and others that are more recent—that hold promise for developing such skills in efficient and effective ways.

Education Research with Electronic Focus Groups

2011 ◽  
pp. 345-357
Author(s):  
Kathryn Moyle ◽  
Robert Fitzgerald
Keyword(s):  
Education Research ◽  
Focus Groups ◽  
Digital Technologies ◽  
Research Process ◽  
Research Projects ◽  
Ethical Problems ◽  
Research And Practice ◽  
Focus Group Research ◽  
Innovative Tool ◽  
Traditional Approaches

An emerging trend in education research methods is to integrate digital technologies into the research process. Electronic focus groups represent one such innovation. Drawing on four examples of research and practice undertaken using a synchronous, digital system, this chapter reflects on how an innovative tool can assist in focus group research in the fields of school and higher education. The examples presented illustrate how some of the theoretical, practical and ethical problems that have arisen with traditional approaches to focus groups research can be overcome. It is anticipated that reflecting on such experiences and building upon the findings of these research projects will enable an understandings about the potential for innovative practices in education research that are possible with digital technologies.

The Role of Management Accounting Systems in Public Hospitals and the Construction of Budgets

2016 ◽  
pp. 366-389
Author(s):  
Carla Marina Pereira de Campos ◽  
Lúcia Lima Rodrigues ◽  
Susana Margarida Faustino Jorge
Keyword(s):  
Management Accounting ◽  
Health Sector ◽  
Public Hospitals ◽  
Public Funds ◽  
Accounting Systems ◽  
The Public ◽  
Management Accounting Systems ◽  
Alternative Approaches ◽  
Traditional Approaches

The role of management accounting systems (MAS) in the construction of budgets in the public health sector has been one of the least studied topics in the international literature. Furthermore, several studies have confirmed the loss of relevance of traditional approaches to budgeting due to the need to implement techniques that are more performance-oriented. Since public hospitals are organisations that depend significantly on public funds, with substantial impacts on governments' budgets, the pressure for reducing expenditures is strong, causing increased difficulties in hospital management. In order to analyse the role of MAS in the preparation of hospital budgets, this chapter presents a literature review on this topic. This review allows to understand the loss of relevance of traditional budgeting techniques and to present alternative approaches. In this process, the implementation of different kinds of budgeting is heavily influenced by governments and professionals. Nevertheless, the research on this topic is still very scarce, evidencing the need to continue studying it.

2. IR as an Academic Subject

2018 ◽  
pp. 33-66
Author(s):  
Robert Jackson ◽  
Georg Sørensen ◽  
Jørgen Møller
Keyword(s):  
International Political Economy ◽  
First World War ◽  
Good Theory ◽  
World War ◽  
The Third ◽  
Academic Subject ◽  
The First World War ◽  
Alternative Approaches ◽  
Traditional Approaches ◽  
First World

This chapter examines how thinking about international relations (IR) has evolved since IR became an academic subject around the time of the First World War. The focus is on four established IR traditions: realism, liberalism, International Society, and International Political Economy (IPE). The chapter first considers three major debates that have arisen since IR became an academic subject at the end of the First World War: the first was between utopian liberalism and realism; the second between traditional approaches and behaviouralism; the third between neorealism/neoliberalism and neo-Marxism. There is an emerging fourth debate, that between established traditions and post-positivist alternatives. The chapter concludes with an analysis of alternative approaches that challenge the established traditions of IR, and with a discussion about criteria for good theory in IR.

2. IR as an Academic Subject

2015 ◽  
Author(s):  
Robert Jackson ◽  
Georg Sørensen
Keyword(s):  
Political Economy ◽  
International Political Economy ◽  
First World War ◽  
World War ◽  
The Third ◽  
Academic Subject ◽  
The First World War ◽  
Alternative Approaches ◽  
Traditional Approaches ◽  
First World

This chapter examines how thinking about international relations (IR) has evolved since IR became an academic subject around the time of the First World War. The focus is on four established IR traditions: realism, liberalism, International Society, and International Political Economy (IPE). The chapter first considers three major debates that have arisen since IR became an academic subject at the end of the First World War: the first was between utopian liberalism and realism; the second between traditional approaches and behaviouralism; the third between neorealism/neoliberalism and neo-Marxism. There is an emerging fourth debate, that between established traditions and post-positivist alternatives. The chapter concludes with an analysis of alternative approaches that challenge the established traditions of IR.

Alternative Approaches to High-Stakes Testing

2006 ◽  
Vol 87 (6) ◽  
pp. 429-432 ◽  
Author(s):  
Leon M. Lederman ◽  
Ray A. Burnstein
Keyword(s):  
High Stakes Testing ◽  
High Stakes ◽  
Alternative Approaches

A Profile of Patients Seen by Fly-in Clinical Psychologists at a Non-Urban Facility and Implications for Training and Future Services

2009 ◽  
Vol 39 (3) ◽  
pp. 289-299 ◽  
Author(s):  
Anthony L. Pillay ◽  
Molelekoa J. Kometsi ◽  
Evy-Terressah B. Siyothula
Keyword(s):  
Mental Health ◽  
Secondary School ◽  
Urban Communities ◽  
Metropolitan Areas ◽  
Clinical Psychologists ◽  
Secondary School Education ◽  
Alternative Approaches ◽  
Traditional Approaches ◽  
The Unemployed ◽  
Outlying Area

With the serious mental health services deficits in non-urban communities, there is a need to evolve alternative approaches to facilitate access to care. Considering clinical psychology services are largely concentrated in the metropolitan areas, we describe a relatively unusual approach to providing services in an outlying area. The majority of patients attended to in this service are children and adolescents, and most patients have less than secondary-school education. The commonest diagnoses are mental retardation, mood and anxiety disorders, with the last two conditions mainly found in scholars and the unemployed. Fractured families are almost the norm, with four out of five children living with only one or no parents. Over half the patients are from families receiving a state grant. The majority of patients travel great distances to get to the clinical psychologists. The findings point to the need for clinical psychologists to seriously consider developing newer models for providing care, and the need for working outside of traditional approaches.

scholarly journals A Competency-Based Approach to Pass/Fail Decisions: An Observational Study

2021 ◽  
Author(s):  
Nazdar E. Alkhateeb ◽  
Ali Al-Dabbagh ◽  
Yaseen Mohammed ◽  
Mohammed Ibrahim
Keyword(s):  
Observational Study ◽  
Rasch Model ◽  
Standard Setting ◽  
Careful Consideration ◽  
Validity And Reliability ◽  
High Stakes ◽  
High Stakes Assessment ◽  
Sufficient Degree ◽  
Competency Based ◽  
The Rasch Model

Any high-stakes assessment that leads to an important decision requires careful consideration in determining whether a student passes or fails. Despite the implementation of many standard-setting methods in clinical examinations, concerns remain about the reliability of pass/fail decisions in high stakes assessment, especially clinical assessment. This observational study proposes a defensible pass/fail decision based on the number of failed competencies. In the study conducted in Erbil, Iraq, in June 2018, results were obtained for 150 medical students on their final objective structured clinical examination. Cutoff scores and pass/fail decisions were calculated using the modified Angoff, borderline, borderline-regression, and holistic methods. The results were compared with each other and with a new competency method using Cohen’s kappa. Rasch analysis was used to compare the consistency of competency data with Rasch model estimates. The competency method resulted in 40 (26.7%) students failing, compared with 76 (50.6%), 37 (24.6%), 35 (23.3%), and 13 (8%) for the modified Angoff, borderline, borderline regression, and holistic methods, respectively. The competency method demonstrated a sufficient degree of fit to the Rasch model (mean outfit and infit statistics of 0.961 and 0.960, respectively). In conclusion, the competency method was more stringent in determining pass/fail, compared with other standard-setting methods, except for the modified Angoff method. The fit of competency data to the Rasch model provides evidence for the validity and reliability of pass/fail decisions.

scholarly journals Solving Future Problems in the Tourism, Hospitality and Events Sectors

2020 ◽  
Author(s):  
Clare Lade ◽  
Paul Strickland ◽  
Elspeth Frew ◽  
Paul Willard ◽  
Sandra Cherro Osorio ◽  
...  
Keyword(s):  
Decision Making ◽  
Senior Management ◽  
Senior Managers ◽  
The Public ◽  
External Stakeholders ◽  
Vested Interests ◽  
Complex Decision Making ◽  
Complex Decision ◽  
Alternative Approaches ◽  
Traditional Approaches

The management of tourism, hospitality and events is often consumed with solving problems. Whether it be the daily operation of the business or planning for the future, the manager must make decisions concerning problems that are faced by the organisation. Senior management are often responsible for solving the more complicated problems and issues. These may include having to deal with external stakeholders and the public, who have vested interests in particular outcomes. Solving problems at scale creates challenges for the manager of an organisation or destination. This chapter considers the ways in which problems can be evaluated and solved and alternatives for some of the bigger issues that senior managers and organisations face. It opens with a discussion of traditional approaches to solving problems; those which individuals generally take in their day-to-day lives. It is argued that this does not work well for the types of issues faced by senior managers. Two alternative approaches are introduced which can provide insights into problems and assist in unravelling the issues involved in complex decision-making.

scholarly journals Assessing professional competence: a critical review of the Annual Review of Competence Progression

2019 ◽  
Vol 112 (6) ◽  
pp. 236-244 ◽  
Author(s):  
Katherine Woolf ◽  
Michael Page ◽  
Rowena Viney
Keyword(s):  
Professional Competence ◽  
Grey Literature ◽  
Annual Review ◽  
Validity And Reliability ◽  
High Stakes ◽  
The United Kingdom ◽  
Quality Feedback ◽  
Training Stage ◽  
National Guidance

The Annual Review of Competence Progression is used to determine whether trainee doctors in the United Kingdom are safe and competent to progress to the next training stage. In this article we provide evidence to inform recommendations to enhance the validity of the summative and formative elements of the Annual Review of Competency Progression. The work was commissioned as part of a Health Education England review. We systematic searched the peer reviewed and grey literature, synthesising findings with information from national, local and specialty-specific Annual Review of Competence Progression guidance, critically evaluating the findings in the context of literature on assessing competence in medical education. National guidance lacked detail resulting in variability across locations and specialties, threatening validity and reliability. Trainees and trainers were concerned that the Annual Review of Competence Progression only reliably identifies the most poorly performing trainees. Feedback is not routinely provided, which can leave those with performance difficulties unsupported and high performers demotivated. Variability in the provision and quality of feedback can negatively affect learning. The Annual Review of Competence Progression functions as a high-stakes assessment, likely to have a significant impact on patient care. It should be subject to the same rigorous evaluation as other high-stakes assessments; there should be consistency in procedures across locations, specialties and grades; and all trainees should receive high-quality feedback.

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