A Cognitive Diagnostic Module Based on the Repair Theory for a Personalized User Experience in E-Learning Software

This paper presents a novel cognitive diagnostic module which is incorporated in e-learning software for the tutoring of the markup language HTML. The system is responsible for detecting the learners’ cognitive bugs and delivering personalized guidance. The novelty of this approach is that it is based on the Repair theory that incorporates additional features, such as student negligence and test completion times, in its diagnostic mechanism; also, it employs a recommender module that suggests students optimal learning paths based on their misconceptions using descriptive test feedback and adaptability of learning content. Considering the Repair theory, the diagnostic mechanism uses a library of error correction rules to explain the cause of errors observed by the student during the assessment. This library covers common errors, creating a hypothesis space in that way. Therefore, the test items are expanded, so that they belong to the hypothesis space. Both the system and the cognitive diagnostic tool were evaluated with promising results, showing that they offer a personalized experience to learners.

Persistent Miscalibration for Low and High Achievers despite Practice Test Feedback in an Introductory Biology Course

Students’ ability to accurately judge their knowledge is crucial for effective learning. However, students’ perception of their current knowledge is often misaligned with their actual performance.

Model Pengembangan Kompetensi Sosial Kultural Aparatur Sipil Negara (ASN) Pada Unit Pelaksana Pelayanan Terpadu Satu Pintu (UPPTSP) Di Kecamatan Kembangan Jakarta Barat

This study aims to determine how the socio-cultural competence of apparatus resources in the One-Stop Integrated Service Implementation Unit of Kembangan District. Each Apparatus Resource is required to have three competencies, technical competence, managerial competence and social cultural competency. As a service provider who is directly dealing with the community, socio-cultural competence is needed by every service provider officer. Competency development carried out at this time more development of technical competencies and managerial competencies, so in this study the author tries to develop a model for developing the socio-cultural competence of apparatus resources in the PTSP Implementation Unit of Kembangan District. In this study a Social Cultural Competency Development Model was formed which can be implemented internally (implemented by UP PTSP Kembangan District and carried out externally (implemented by BPSDM DKI Jakarta Province) .The internal development model is in the form of personal approach, coaching, briefing, gathering, benchmarking, personnel development (self-development), while external development is carried out in the form of service orientation, education and training services for persons with disabilities, communication education, ASN exchanges with private employees, competency tests and competency test feedback.

Psychological Test Feedback: Canadian Clinicians’ Perceptions and Practices

This study explores Canadian clinicians’ perceptions of test feedback (TFB) and how those perceptions influence their practice. This secondary analysis of open-ended qualitative data extends a previous study with similar research questions conducted by Jacobson et al. (2015). A case study design and consensual qualitative research (CQR) data analysis procedure was utilized to enhance the trustworthiness of the results. The findings indicate that clinicians give TFB in a variety of settings. Clinicians emphasize the importance of providing tailored and collaborative TFB, of attending to ethical issues related to TFB, and of improving academic training in TFB. Also, clinicians discuss unique situations in which feedback is provided to a third party rather than to the testing individual. Clinical implications such as increased practical training for providing TFB are discussed. Future research could investigate the outcomes of TFB provision.

EFEITO DE UM PROGRAMA DE RESSIGNIFICAÇÃO DA EDUCAÇÃO NO CLIMA ESCOLAR EM DUAS INSTITUIÇÕES DE EDUCAÇÃO FUNDAMENTAL - SÉRIES INICIAIS

This work has as its theme a process of education reframing taking the school climate as one of its parameters of analysis. The reframing of the education is understood as a process of reflection of the school community regarding the aims and means of the teaching-learning process. An instrument that makes possible to identify the actors' perception of the school environment is the School Climate Questionnaire. This research aimed to analyze the effects on school climate quality of an education reframing program under the perspective of the students, in two municipal public schools of Early Childhood Education and Elementary Education. The School Climate Assessment Questionnaire was used as an instrument. It is a quasi-experimental research, in which to verify the effects of the reframing process on the school climate quality, a pre-test and a post-test were carried out, both with the application of the referred questionnaire to approximately 500 students from the 3rd to 5th grades. Three municipal public schools with similar characteristics were part of the research, two of them in the experimental group, with the intervention of the independent variable (reframing program) and the other one as the control group. The results allowed to identify the significant transformations in the experimental schools in comparison with the school of the control group. The conclusion of the work served to retro-analyze the actions of the program at the time of the initial diagnosis (pre-test) feedback, in which the educators actively participated the process of reflection on the results of the climate.

An exploratory investigation into the reception of verbal and video feedback provided to players in an Australian Football League club

Coach observation studies commonly examine training and competition environments, with little attention paid to the ways in which coaches provide video feedback in a performance analysis setting. In addition, few studies have considered the reception of feedback by an athlete, or the characteristics of the athlete that may support or hinder feedback reception. The purposes of this study were threefold. First, to examine the characteristics of feedback provided by a coach during a typical video feedback meeting. Second, to measure the impact of this feedback on athlete learning. Third, to consider a range of learner characteristics that may impact feedback reception. Six coaches and six players affiliated with an Australian Football League (AFL) club were recruited. Coach-player dyads were observed in one-to-one video feedback meetings following a game played in the 2017 season. Players were interviewed to test feedback recall. Players also completed a series of tests designed to measure learner characteristics, with the intention of discovering moderating factors of the relationship between feedback and learning outcomes. Rates of feedback generally mirrored those found in previous studies. Coaches provided nearly 30 feedback messages during each meeting. Players recalled 50% of summarised feedback messages but just 6% of all feedback a week later. A ceiling effect on learner characteristics was observed. The paper presents a novel design for examining feedback effectiveness while considering learner characteristics. Given the findings on feedback quantity and recall, coaches are encouraged to adopt a ‘less is more’ approach to providing feedback.

Promoting positive washforward through personalised test feedback and other benefits: Piloting a computer-based testing system

This contribution reports on the developing and piloting of a computer-based version of the test of English as a foreign language produced by the University of Central Lancashire (UCLan), where it is currently used for the admission of international students and the subsequent evaluation of their language progress. Among other benefits, computer-based testing allows for better and individualised feedback to both teachers and students, and it can provide a more authentic test experience in light of the current digital shift that UK universities are undergoing. In particular, the qualitative improvement in the feedback available for test-takers and teachers was for us a crucial factor. Providing students with personalised feedback, that is, directly linked to their performance, has positive washforward, because it means we can guide their future learning, highlighting the areas they need to work on to improve their language skills and giving them suggestions on how to succeed in academia. Furthermore, explaining the meaning of test results in detail improves transparency and ultimately washback, as teachers can use the more accessible marking criteria, together with information on how their students performed, to review plans and schemes of work for subsequent courses.

EFFECT OF FORMATIVE CLASSROOM ASSESSMENT IN SAUDI ARABIAN ELEMENTARY SCHOOLS

Purpose: This study investigates the effect of formative classroom assessment (FCA) on elementary school pupils in Saudi Arabia.Methodology: The duration of the study covered one entire academic year. The work was based on an experimental design of two tests: pre- and post-test. The number of participants was 120 pupils of mixed gender. The participants were purposively sampled for this study. The study’s two tests were based on the Basic Science Achievement Test (BSAT). The pupil’s test feedback was validated by experienced teachers in the field.Results: The results demonstrated that FCA had a significant effect on elementary school pupils by improving academic test scores. This research further showed that FCA had an increased positive effect on female pupils’ academic exam scores when compared to male pupils.Contribution to Theory Policy and Practice: The study recommends enforcing regular and continuous FCA for elementary-level school pupils with appropriate and adequate FCA training for teachers in order to improve pupils’ academic achievements.