Beyond Programming: A Computer-Based Assessment of Computational Thinking Competency

Computational Thinking (CT ), entailing both domain-general and domain-specific skills, is a competency fundamental to computing education and beyond. However, as a cross-domain competency, appropriate assessment design and method remain equivocal. Indeed, the majority of the existing assessments have a predominant focus on measuring programming proficiency and neglecting other contexts in which CT can also be manifested. To broaden the promotion and practice of CT, it is necessary to integrate diverse problem types and item formats using a competency-based assessment method to measure CT. Taking a psychometric approach, this article evaluates a novel computer-based assessment of CT competency, Computational Thinking Challenge. The assessment was administered to 119 British upper secondary school students ( M = 16.11; SD = 1.19) with a range of prior programming experiences. Results from several reliability analyses, a convergent validity analysis, and a Rasch analysis, provided evidence to support the quality of the assessment. Taken together, the study demonstrated the feasibility to expand from traditional assessment methods to integrating multiple contexts, problem types, and item formats in measuring CT competency in a comprehensive manner.

Inclusive Formative Assessment for Diverse Pre-Service Foundation Phase Literacy Teachers

Many classrooms in South Africa are very diverse in terms of culture, gender, language, and intellectual ability. Thus, educators need to be inclusive in the way they plan for teaching and learning. This chapter attempts to show how teacher educators at one institution of higher education in South Africa implemented inclusive formative assessments in their initial teacher education programme. Traditional assessment practices like examinations, tests, and essays, which dominate many classrooms, have proven to be unable to capture the range and nature of the diverse learning outcomes sought from courses. In this study, students were given different assessment tasks to demonstrate their knowledge of the handwriting skills and pedagogy. Findings of the study show that teacher educators managed to accommodate all the students through their use of inclusive assessments. Teacher educators observed improvement in student's self-esteem, motivation, and engagement.

Nonwearable Sensor-Based In-Home Assessment of Subtle Daily Behavioral Changes as a Candidate Biomarker for Mild Cognitive Impairment

Patients show subtle changes in daily behavioral patterns, revealed by traditional assessments (e.g., performance- or questionnaire-based assessments) even in the early stage of Alzheimer’s disease (AD; i.e., the mild cognitive impairment (MCI) stage). An increase in studies on the assessment of daily behavioral changes in patients with MCI and AD using digital technologies (e.g., wearable and nonwearable sensor-based assessment) has been noted in recent years. In addition, more objective, quantitative, and realistic evidence of altered daily behavioral patterns in patients with MCI and AD has been provided by digital technologies rather than traditional assessments. Therefore, this study hypothesized that the assessment of daily behavioral changes with digital technologies can replace or assist traditional assessment methods for early MCI and AD detection. In this review, we focused on research using nonwearable sensor-based in-home assessment. Previous studies on the assessment of behavioral changes in MCI and AD using traditional performance- or questionnaire-based assessments are first described. Next, an overview of previous studies on the assessment of behavioral changes in MCI and AD using nonwearable sensor-based in-home assessment is provided. Finally, the usefulness and problems of nonwearable sensor-based in-home assessment for early MCI and AD detection are discussed. In conclusion, this review stresses that subtle changes in daily behavioral patterns detected by nonwearable sensor-based in-home assessment can be early MCI and AD biomarkers.

Escape Room vs. Traditional Assessment in Physiotherapy Students’ Anxiety, Stress and Gaming Experience: A Comparative Study

Escape Rooms can serve multiple academic and educational purposes and can be used as part of the evaluation of a learning program. The aim of this study was to analyze the levels of anxiety and stress perceived in the evaluation using the Escape Room compared to the traditional evaluation, as well as to analyze the gaming experience. Methods: A comparative study was carried out in students of the Degree in Physiotherapy, with a total of 56 participants who underwent 2 evaluation processes. The variables analyzed were the State—Trait Anxiety Inventory, the Perceived Stress Questionnaire, and the Gaming Experience Scale. A comparative analysis was performed between the groups using the Mann Whitney U test and Student’s T test. Results: The levels of state-anxiety and trait-anxiety were higher in the traditional assessment group. Although no differences were found in the qualification obtained by the students, statistically significant differences were found between the two evaluation systems in terms of the overload factor, the energy factor, and the fear-anxiety factor of the perceived stress questionnaire. Conclusions: The Escape Room can be considered as an alternative to the traditional evaluation in Physiotherapy Degree students due to its lower levels of anxiety and perceived stress.

A phenomenographic study on language assessment literacy: hearing from Iranian university teachers

This study aims to disclose the Iranian university teachers’ perceptions of the fundamentals of language assessment literacy (LAL). To this aim, using purposive sampling, eighteen university teachers from two Iranian universities were invited to participate in semi-structured interviews. Their viewpoints were audio-recorded, transcribed, and subjected to a phenomenographic analysis. Findings yielded two overarching LAL domains: knowledge (e.g., having an acceptable level of digital LAL, satisfying ethical requirements, benefiting more from performance assessment, considering students’ individual differences, making assessment valid, assuring that tests are reliable, and having an acceptable level of pedagogical content knowledge) and skills (e.g., involving students in assessment, using alternative assessment methods, employing logically traditional assessment methods, informing students about test results, administering tests in standardized ways, using valid grading procedures, and bringing positive wash-back effects). After discussing the results, the study concludes with proposing a range of implications for different testing stakeholders and highlighting some avenues for further research.

CHARACTERIZING ENGLISH ASSESSMENT INSTRUMENTS: AN OVERVIEW OF THEIR DESIGN

Assessment tends to be associated with students and learners; however, the term assessment encompasses both teachers and students. To understand the purpose of language assessment instruments, it is key to look for the designers and their preferences. This research aims to characterize 209 assessment instruments created by English teachers. This is a non-experimental and descriptive study that analyzes the types of instruments, the educational level, the language systems and skills, and the type and number of items. Two of the most important findings are related to the preferences Chilean English teachers have towards traditional assessment and the tendency to assess vocabulary and grammar; besides, the participants’ preference for tests and fill-in-the gap items.

The educational e-portfolio: preliminary evidence of its relationship with student’s self-efficacy and engagement

The educational use of portfolios has been increasing in the last few years, especially as technology has also developed electronic versions of portfolios. Although there is abundant information about their benefits and practice description, few studies provide empirical evidence of their implementation. The objective of this study was to provide initial evidence about the use of the portfolio in higher education. Concretely, we aimed 1) to explore the correlation between students’ performance on the portfolio and their performance on more traditional assessment methods 2) to explore whether student’s personal variables predict performance in key elements of the e-portfolio, such as individual reflections, and if these contribute to general academic performance in the course, and 3) to evaluate whether the use of the e-portfolio during a semester changes the students’ self-efficacy and engagement. For this purpose, an initial sample of 73 students were recruited, and an e-portfolio (based on Mahara) was implemented over a semester. The results showed that performance on the portfolio correlated with the score obtained on multiple choice tests. There was an increase in self-efficacy after one semester of e-portfolio implementation, and engagement proved to be an important predictor of the final course grade through the mediation of individual reflections. These results offer preliminary and promising evidence about the relationship of a specific element of e-portfolios, individual reflections with several variables related to academic achievement such as self-efficacy and engagement.

Land Use Evolution and Land Ecological Security Evaluation Based on AHP-FCE Model: Evidence from China

China experienced rapid urbanization and socioeconomic development at an unusual rate during the past four decades. Against such background, land use evolution and land ecological security have both been affected in a volatile way. Therefore, it is necessary to investigate the land use and the land ecological security in China. However, the traditional assessment approaches have paid more attention to the environmental and economic factors than the sustainable development of ecology, which cannot comprehensively assess the land ecological security. From the perspective of ecological sustainable development, this study identifies 3 main factors and 17 sub-factors. We also construct a model to integrate the FCE approach with the AHP. The results show that from 2004 to 2017, China’s land use structure was unbalanced. The construction land, mining land, and cultivated land increased rapidly, leading to the shrinkage of ecological land. Moreover, the weight of the sustainable development of resources and the environment, economic sustainable development, social sustainable development are 0.3341, 0.3780, and 0.2879, respectively, demonstrating that economic sustainable development is the most important factor affecting land ecological security. Finally, although the value of comprehensive land ecological security in China has been on the rise from 2004 to 2017, it remains at an unsecured level. Moreover, the value of the sustainable development of resources and the environment has been declining since 2011 and is lower than the values of economic sustainable development and social sustainable development. This study demonstrates that more attention should be paid to enhancing land ecological security, especially promoting the sustainable development of resources and the environment.

A Fuzzy-Based Framework for Assessing Uncertainty in Drift Prediction Using Observed Currents and Winds

This paper proposes a fuzzy number—based framework for quantifying and propagating uncertainties through a model for the trajectories of objects drifting at the ocean surface. Various sources of uncertainty that should be considered are discussed. This model is used to explore the effect of parameterizing direct wind drag on the drifting object based on its geometry, and using measured winds to parameterize shear and rotational dynamics in the ocean surface currents along with wave-driven circulation and near-surface wind shear. Parameterizations are formulated in a deterministic manner that avoids the commonly required specification of empirical leeway coefficients. Observations of ocean currents and winds at Ocean Station Papa in the northeast Pacific are used to force the trajectory model in order to focus on uncertainties arising from physical processes, rather than uncertainties introduced by the use of atmospheric and hydrodynamic models. Computed trajectories are compared against observed trajectories from five different types of surface drifters, and optimal combinations of forcing parameterizations are identified for each type of drifter. The model performance is assessed using a novel skill metric that combines traditional assessment of trajectory accuracy with penalties for overestimation of uncertainty. Comparison to the more commonly used leeway method shows similar performance, without requiring the specification of empirical coefficients. When using optimal parameterizations, the model is shown to correctly identify the area in which drifters are expected to be found for the duration of a seven day simulation.

Modern Approaches for the Objective Assessment of Minimal Erythema Dose

At present, the assessment of the degree of ultraviolet (UV) exposure is based on the calculation of the minimal erythema dose (MED). The concept of MED is inextricably linked to the process of acute UV skin damage, which is accompanied by damage to the structures of the epidermis and dermis, dermal vasodilation, and it manifests clinically in erythema formation. The knowing of the MED value is necessary to choose the starting dose for UV-phototherapy of various dermatoses and to evaluate individual photosensitivity. Meanwhile, the determination of MED in clinical practice is most often performed visually by naked eye. The traditional assessment of MED is a subjective, inaccurate, poorly reproducible and not quantifiable method. In addition, preliminary UV irradiation is necessary for the estimation of MED and waiting for the results takes 24 hours. Inaccurate determination of MED may lead to the wrong dosing of UV-exposure, which leads to various complications. Today, there are a number of non-invasive methods that allow making the calculation of the MED more objective and accurate. However, these techniques have a number of limitations: the difficulty in mastering the methods, the lack of standardization of the data recording process and the evaluation of results. The majority of methods are based on the assessment of the subjective parameters of UV erythema, but not its objective pathophysiological criteria. In addition, available technologies still do not allow to estimate the MED in the first hours after UV exposure (on-site) or predict MED without UV exposure.