scholarly journals Assessment of mediated interactivity within the scope of the Anthropological Theory of DidacticsValoración de la interactividad mediada en el ámbito de la Teoría Antropológica de la Didáctica

2020 ◽  
Vol 22 (4) ◽  
pp. 294-300
Author(s):  
Liliana Patricia Ospina Marulanda ◽  
César Augusto Delgado García
Keyword(s):  
Learning Outcomes ◽  
Preliminary Analysis ◽  
Summative Assessment ◽  
Assessment Practices ◽  
Anthropological Theory ◽  
Learning Content ◽  
Assessment Of Learning ◽  
Operational Learning ◽  
Made In ◽  
Anthropological Theory Of Didactics

AbstractWe present progress made in doctoral thesis «Configuration of the assessment practices of mathematics teachers at university». Preliminary analysis shows the predominance of «summative assessment» of learning, content-centered, aside from the teaching and study activities, producing poor operative learning outcomes. This didactic phenomenon entails the problem of establishing the conditions and constraints that hinder the development of a more functional kind of assessment that mediates these activities and obtain more operational learning. Finally, we construct the concept of assessment of mediated interactivity as a contribution to the design and management of didactic and mathematical praxeology.ResumenPresentamos los avances de la tesis doctoral: «Configuración de las prácticas evaluativas de los profesores de matemáticas en la universidad». Los análisis preliminares ponen de manifiesto el predominio de la «evaluación sumativa», centrada en contenidos, al margen de las actividades de enseñar y estudiar, produciendo aprendizajes poco operativos. Este fenómeno didáctico conduce a plantear el problema de establecer las condiciones y restricciones que dificultan o impiden el desarrollo de una evaluación más funcional, que medie en dichas actividades y logre aprendizajes más operativos. Finalmente, construimos el concepto de evaluación de la interactividad mediada como aporte al diseño de praxeologías didácticas y matemáticas.

Digitalization of the thesaurus approach in education

2020 ◽  
Vol 1 (1) ◽  
pp. 51-58
Author(s):  
Yu. A. Alyabysheva ◽  
A. Yu. Antonov ◽  
A. A. Veryaev
Keyword(s):  
Learning Outcomes ◽  
Educational Process ◽  
Automatic Assessment ◽  
School Students ◽  
Information Measures ◽  
Project Activity ◽  
Teaching Aids ◽  
Assessment Of Learning ◽  
Leibler Information ◽  
Made In

The article describes what the thesaurus approach in education is like, its origins are justified, and it also suggests the implementation of certain areas of digitalization of the thesaurus approach. The thesaurus approach is illustrated by two tasks: 1) the identification of individual stylistic features of authors’ texts; 2) assessment of learning outcomes (semi-automatic assessment of texts generated by students during the educational process). The first task is illustrated in more details, in it the Kullback— Leibler information measures are used, familiarity with which, in our opinion, will be useful to informatics teachers and readers of the journal. In addition, the calculations made in the first task can be reproduced even by school students in the framework of, for example, project activity. In the second task, the less sensitive Spearman statistical method was used. The thesaurus approach allows using information methods to consider a number of other tasks related to the pedagogical process. In particular, the main direction of work on the thesaurus approach is seen in the search and testing of algorithmic prescriptions for the quantitative/numerical analysis of texts related to education or arising in the educational process. The aforementioned texts include the corpus of educational and teaching aids, texts of individual academic subjects, disciplines, topics, essays, written works, final qualifying works of students, essays made by school students, etc.

scholarly journals Understanding Formative and Summative Assessment for EFL Teachers: Theoretical Reflections on Assessment for Learning.

2017 ◽  
Vol 4 (1) ◽  
pp. 40-50
Author(s):  
M. Ridhwan
Keyword(s):  
Learning Outcomes ◽  
Teaching And Learning ◽  
Teaching Method ◽  
Summative Assessment ◽  
Assessment For Learning ◽  
Classroom Teaching ◽  
Learning Behavior ◽  
Teaching Improvement ◽  
Assessment Of Learning ◽  
Efl Teachers

The literatures showed that the important of assessment has brought so significance works and studies. Currently, the teacher’s conception and belief to conduct assessment being questioned because of its nature, the cheating habit among students while assessing summative kind of test becomes the roots of all the problems occurred during the classroom test. They, especially EFL teachers should not determine by the test as the only gear to measure learning outcomes, using formative as assessment for learning is better proposed and understood rather than spotlighting the assessment of learning. Dispute summative can someway use feedback for formative purpose, it seems the roles of the teachers would take so little function for students’ improvement. It is then suggested for EFL teachers, they should immense formative procedures over summative to enhance the learning target which has been previously shared with students. Eventually, if it is successfully offered and applied massively by teachers, the earlier problems found such as cheating, lower students’ grade, would be diminished, and positively change the learning behavior. In addition, will not possible to transform teachers’ conception and practice from being an “assessment of learning” into assessment for learning”. The formative teachers will always examine their students based on the dynamic situation of their students, they viewed every dynamic problem found during classroom teaching and learning could be as feedback for teaching improvement and re-designed their teaching method in the classroom.

scholarly journals Blending Formative and Summative Assessment in a Capstone Subject: 'It's not your tools, it's how you use them'

2017 ◽  
Vol 14 (3) ◽  
pp. 5-18
Author(s):  
Don Houston ◽  
◽  
James N. Thompson ◽  
Keyword(s):  
Formative Assessment ◽  
Student Performance ◽  
Student Perceptions ◽  
Summative Assessment ◽  
Communication Process ◽  
Learning Assessment ◽  
Assessment Practices ◽  
Assessment Of Learning ◽  
Outcome Information ◽  
Professional Disciplines

Discussions about the relationships between formative and summative assessment have come full circle after decades of debate. For some time formative assessment with its emphasis on feedback to students was promoted as better practice than traditional summative assessment. Summative assessment practices were broadly criticised as distanced from the learning process. More recently discussions have refocused on the potential complementary characteristics of formative and summative purposes of assessment. However studies on practical designs to link formative and summative assessment in constructive ways are rare. In paramedic education, like many other professional disciplines, strong traditions of summative assessment - assessment ‘of’ learning - have long dominated. Communities require that a graduate has been judged fit to practice. The assessment redesign described and evaluated in this paper sought to rebalance assessment relationships in a capstone paramedic subject to integrate formative assessment for learning with summative assessment of learning. Assessment was repositioned as a communication process about learning. Through a variety of frequent assessment events, judgement of student performance is accompanied with rich feedback. Each assessment event provides information about learning, unique to each student’s needs. Each assessment event shaped subsequent assessment events. Student participants in the formal evaluation of the subject indicated high levels of perceived value and effectiveness on learning across each of the assessment events, with broad agreement also demonstrated relating to student perceptions for preparedness: ‘readiness to practice’. Our approach focused on linking assessment events, resulted in assessments providing formative communication to students and summative outcome information to others simultaneously. The formative-summative dichotomy disappeared: all assessment became part of communication about learning.

scholarly journals Adaptation of Kirkpatrick’s Four-Level Model of Training Criteria to Evaluate Training Programmes for Head Teachers

2021 ◽  
Vol 11 (3) ◽  
pp. 116
Author(s):  
Aljawharah Alsalamah ◽  
Carol Callinan
Keyword(s):  
Learning Outcomes ◽  
Evaluation Model ◽  
Training Process ◽  
Educational Training ◽  
Head Teachers ◽  
Female Head ◽  
Assessment Of Learning ◽  
Level Model ◽  
Four Levels ◽  
Training Programmes

Training programmes are evaluated to verify their effectiveness, assess their ability to achieve their goals and identify the areas that require improvement. Therefore, the target of evaluators is to develop an appropriate framework for evaluating training programmes. This study adapted Kirkpatrick’s four-level model of training criteria published in 1959 to evaluate training programmes for head teachers according to their own perceptions and those of their supervisors. The adapted model may help evaluators to conceptualise the assessment of learning outcomes of training programmes with metrics and instruments. The model also helps to determine the strengths and weaknesses of the training process. The adaptation includes concrete metrics and instruments for each of the four levels in the model: reaction criteria, learning criteria, behaviour criteria and results criteria. The adapted model was applied to evaluate 12 training programmes for female head teachers in Saudi Arabia. The study sample comprised 250 trainee head teachers and 12 supervisors. The results indicated that the adapted Kirkpatrick evaluation model was very effective in evaluating educational training for head teachers.

scholarly journals Towards modeling of human skilling for electrical circuitry using augmented reality applications

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Ana Villanueva ◽  
Ziyi Liu ◽  
Yoshimasa Kitaguchi ◽  
Zhengzhe Zhu ◽  
Kylie Peppler ◽  
...  
Keyword(s):  
Augmented Reality ◽  
Learning Outcomes ◽  
Cognitive Assessment ◽  
Teaching And Learning ◽  
Stem Learning ◽  
Educational Value ◽  
Learning Content ◽  
Hands On ◽  
Specific Learning

AbstractAugmented reality (AR) is a unique, hands-on tool to deliver information. However, its educational value has been mainly demonstrated empirically so far. In this paper, we present a modeling approach to provide users with mastery of a skill, using AR learning content to implement an educational curriculum. We illustrate the potential of this approach by applying this to an important but pervasively misunderstood area of STEM learning, electrical circuitry. Unlike previous cognitive assessment models, we break down the area into microskills—the smallest segmentation of this knowledge—and concrete learning outcomes for each. This model empowers the user to perform a variety of tasks that are conducive to the acquisition of the skill. We also provide a classification of microskills and how to design them in an AR environment. Our results demonstrated that aligning the AR technology to specific learning objectives paves the way for high quality assessment, teaching, and learning.

Application of Integrated Neural Network Information Fusion in Fault Diagnosis of one Missile Launching Control Unit

2013 ◽  
Vol 427-429 ◽  
pp. 2808-2812
Author(s):  
Xu De Cheng ◽  
Hong Li Wang ◽  
Bing Xu ◽  
Xue Dong Xue
Keyword(s):  
Neural Network ◽  
Fault Diagnosis ◽  
Information Fusion ◽  
Preliminary Analysis ◽  
Control Unit ◽  
Fusion Technology ◽  
Network Information ◽  
Diagnosis Rate ◽  
Fault Diagnosis System ◽  
Made In

Research and development of fault diagnosis system in application of integrated neural network information fusion is based on information fusion technology, with which preliminary analysis of equipment fault is made in different perspectives in terms of neural network, so as to identify the fault on the basis of fusion outcome. This technique is applied in fault diagnosis of one type of missile launching control unit, leading to sufficient use of various information and substantially increased fault diagnosis rate.

Fostering self-regulated learners in a community of quality assessment practices

CADMO ◽  
2011 ◽  
pp. 7-20
Author(s):  
Hopfenbeck Therese Nerheim
Keyword(s):  
Quality Assessment ◽  
Learning Outcomes ◽  
Educational Research ◽  
Empirical Research ◽  
Self Regulation ◽  
Assessment Practices ◽  
Metacognitive Skills ◽  
Developing Communities ◽  
Important Field

Self-regulation has become an important field within educational research, but yet there is still little empirical research on the relation between self-regulation and assessment practices. The present paper explores how models of self-regulation and assessment can be linked through the development of metacognitive skills to improve students' learning outcomes. Knowledge from two studies will be used as examples to illustrate how self-regulation can be fostered and linked to developing communities of quality assessment practices in the classroom.

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