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1
Fan, Guoqing 1969. "Learning environment assessment." Thesis, Massachusetts Institute of Technology, 2003. http://hdl.handle.net/1721.1/65994.
Full textAbstract:
Thesis (M.Arch.)--Massachusetts Institute of Technology, Dept. of Architecture, 2003.Includes bibliographical references (leaves 53-54).
This thesis introduces a rationale and a set of methods for assessing the performance of learning environments. The vehicle of this study is the assessment project of the new teaching laboratory of the MIT Department of Aeronautics and Astronautics. Learning environments are settings that support teaching and learning activities. The objective of developing and managing learning environments is to achieve a dynamic coherence among space, equipment, tools, and operation of the learning environment so as to maximize the learning outcome. The method of learning environment assessment is to identify latent problems and explore opportunities and processes of improving its performance. To assess the performance of the learning environment, this thesis proposes that the learning environment should be examined through three lenses: teaching and learning activities, settings, and students' individual lives. Methods of examining learning environments through these three lenses are introduced in this thesis in the context of the MIT Aero/ Astro new teaching laboratory assessment.
by Guoqing Fan.
M.Arch.
2
Anastasia, Marion. "Assessment for Learning:." ScholarWorks @ UVM, 2011. http://scholarworks.uvm.edu/graddis/8.
Full textAbstract:
Although formative assessment is fundamental to educational theory and practices, it is a widely misunderstood term for most educators. This qualitative study defines formative assessment as short-cycle assessments in which teachers adapt their instruction to meet the learners‟ immediate needs. This study focused on the transformation of teachers‟ practices and their perspectives of the critical pedagogical principles necessary to enact The Keeping Learning on Track Program® (KLT™) in their classrooms and in teacher learning communities. The participants in this study included 21 formally trained KLT teachers at the St. Johnsbury School. Over a one year period, I observed in classrooms, attended all KLT teacher learning community (TLC) sessions, collected field notes, attended KLT trainings and presentations, and conducted individual and focus group interviews. The primary area of transformation included: the regulation of learning, beliefs and attitudes, accountability, shared leadership, systemic supports, motivation, classroom culture, and teacher practices.
3
Koop, Gabrielle A., of Western Sydney Nepean University, and Faculty of Education. "Assessment and undergraduate learning." THESIS_FE_XXX_Koop_G.xml, 1998. http://handle.uws.edu.au:8081/1959.7/825.
Full textAbstract:
This study is an investigation of the relationship between assessment, teaching and learning from the perspective of undergraduate students. It consisted of three stages which were developmental in nature with each stage informing the next and providing overall focus and direction. Students participating had completed at least five semesters of their undergraduate porogram.Findings from the literature, the interviews and the survey confirmed the central role the assessment process plays in shaping student learning. Ways feedback was used to inform learning as well as the types of assessment strategies employed emerged as key factors associated with students' motivations to learn. Nine practice related recommendations are made and four issues requiring further research are identifiedDoctor of Philosophy (PhD)
4
sg, irislee12001@yahoo com, and Iris Chai Hong Lee. "The need for realignment of primary science assessment to contemporary needs : assessment of learning and assessment for learning." Murdoch University, 2007. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20070514.114117.
Full textAbstract:
The ultimate purpose of this study was to investigate how to best prepare Singapore
students for the Knowledge-based Economy (KBE). Investigating the possible need for
the realignment of the primary science assessment to the KBE was of utmost interest as
assessment was viewed as the driver of the actual curriculum.
This was a mixed methods design study (Creswell, 2005). Fifteen teachers were first
interviewed to ascertain the major features of primary school science assessment in both
Perth, Western Australia and Singapore. A list of twelve questions was prepared for the
eight teacher interviewees in Singapore and the seven teacher interviewees in Perth. The
NUD*IST program was used to help organise trends in these teacher responses.
Definitions of KBE skills were synthesised from literature reviews and validated by the
fifteen teachers for the subsequent survey. The survey involved a list of demographic
questions and two matrices. The first matrix required the teachers to rate, on a
four-point scale, the use of the eleven assessment modes for the twelve 'process' and
KBE skills. The second matrix was a frequency check to determine if the teachers had
used a particular mode to assess a particular skill. One hundred and forty-five usable
surveys were analysed. The Rasch analysis was performed through RUMM2020
program and unfolding model was sought through the program RateFOLD.
The interviews first established that KBE skills and a variety of assessment modes were
needed for today's classes. The survey confirmed these needs and found that the paper
and pencil test was the most frequently used assessment procedures in Singapore and Perth. In both interviews and the survey, teachers were requested to match the skill(s) to
the appropriate assessment mode(s) though the details and justification of such tasks
were explained by the teachers in the interviews. In the process, other factors such as
'time constraints' and 'ranking of the teachers' were uncovered as 'hindrances' to
teachers assessing the students appropriately for learning. The problems identified by
the Singapore teachers were a lack of time, overloaded syllabi and the crucial perceived
need of assessment of learning (high-stake summative tests).
The results of both the interviews and survey supported the need for a variety of
assessment modes (Gray & Sharp, 2001; Hackling, 2004; National Research Council,
1996, 2001 & 2003; Sebatane, 1998; Sterenberg, 1998) to help students learn science in
today's contemporary classes. The Singapore teachers in this study were also appealing
for help from the policy-makers to use a variety of assessment modes as the system that
stipulated the use of the paper and pencil testing was beyond their control and
jurisdiction.
Recommendations that stemmed from this study include allowing teachers to use a
variety of assessments to assess the students' learning in the high-stake Primary School
Leaving Examination (PSLE) and not just the paper and pencil mode that has been in
used for at least the last thirty years. There are important implications as the learning
theories that are currently used to support the assessment of learning are no longer
sufficient nor in total alignment with the needs for today's class. For example, a
behaviourist taxonomy of skills emphasises the measurable output and not the process of learning. Socio-constructivist approaches that focus on the individual constructing
meaning in hislher context such as the use of ongoing formative assessment to
encourage feedback (Black & Wiliam, 1998a & b) may assist in engaging the students
in lifelong learning which is required in the KBE.
Lastly, the significance of this study lies in two aspects, the practical and the scholarly.
This study provides the evidence for the need primary science assessment to be more
aligned to contemporary needs. This in turn will assist in better preparing the young of
Singapore, who are the nation's only natural resource, for the workforce. This study also
aims to contribute to the body of knowledge in three ways. Firstly, KBE needs will be
connected to the primary science classroom via assessment of skills. Secondly, both
KBE and process skills were found to be more appropriately assessed by assessment
modes such as portfolio and paper and pencil respectively, as demonstrated through the
analysis by Rasch and unfolding models. Thirdly, the gap between the implemented and
official curriculum will be narrowed with this proposed change in assessment processes.
5
Lee, Iris Chai Hong. "The need for realignment of primary science assessment to contemporary needs: assessment of learning and assessment for learning." Thesis, Lee, Iris Chai Hong (2007) The need for realignment of primary science assessment to contemporary needs: assessment of learning and assessment for learning. PhD thesis, Murdoch University, 2007. https://researchrepository.murdoch.edu.au/id/eprint/153/.
Full textAbstract:
The ultimate purpose of this study was to investigate how to best prepare Singapore students for the Knowledge-based Economy (KBE). Investigating the possible need for the realignment of the primary science assessment to the KBE was of utmost interest as assessment was viewed as the driver of the actual curriculum.
This was a mixed methods design study (Creswell, 2005). Fifteen teachers were first interviewed to ascertain the major features of primary school science assessment in both Perth, Western Australia and Singapore. A list of twelve questions was prepared for the eight teacher interviewees in Singapore and the seven teacher interviewees in Perth. The NUD*IST program was used to help organise trends in these teacher responses. Definitions of KBE skills were synthesised from literature reviews and validated by the fifteen teachers for the subsequent survey. The survey involved a list of demographic questions and two matrices. The first matrix required the teachers to rate, on a four-point scale, the use of the eleven assessment modes for the twelve 'process' and KBE skills. The second matrix was a frequency check to determine if the teachers had used a particular mode to assess a particular skill. One hundred and forty-five usable surveys were analysed. The Rasch analysis was performed through RUMM2020 program and unfolding model was sought through the program RateFOLD.
The interviews first established that KBE skills and a variety of assessment modes were needed for today's classes. The survey confirmed these needs and found that the paper and pencil test was the most frequently used assessment procedures in Singapore and Perth. In both interviews and the survey, teachers were requested to match the skill(s) to the appropriate assessment mode(s) though the details and justification of such tasks were explained by the teachers in the interviews. In the process, other factors such as 'time constraints' and 'ranking of the teachers' were uncovered as 'hindrances' to teachers assessing the students appropriately for learning. The problems identified by the Singapore teachers were a lack of time, overloaded syllabi and the crucial perceived need of assessment of learning (high-stake summative tests).
The results of both the interviews and survey supported the need for a variety of assessment modes (Gray and Sharp, 2001; Hackling, 2004; National Research Council, 1996, 2001 and 2003; Sebatane, 1998; Sterenberg, 1998) to help students learn science in today's contemporary classes. The Singapore teachers in this study were also appealing for help from the policy-makers to use a variety of assessment modes as the system that stipulated the use of the paper and pencil testing was beyond their control and jurisdiction.
Recommendations that stemmed from this study include allowing teachers to use a variety of assessments to assess the students' learning in the high-stake Primary School Leaving Examination (PSLE) and not just the paper and pencil mode that has been in used for at least the last thirty years. There are important implications as the learning theories that are currently used to support the assessment of learning are no longer sufficient nor in total alignment with the needs for today's class. For example, a behaviourist taxonomy of skills emphasises the measurable output and not the process of learning. Socio-constructivist approaches that focus on the individual constructing meaning in hislher context such as the use of ongoing formative assessment to encourage feedback (Black and Wiliam, 1998a and b) may assist in engaging the students in lifelong learning which is required in the KBE.
Lastly, the significance of this study lies in two aspects, the practical and the scholarly. This study provides the evidence for the need primary science assessment to be more aligned to contemporary needs. This in turn will assist in better preparing the young of Singapore, who are the nation's only natural resource, for the workforce. This study also aims to contribute to the body of knowledge in three ways. Firstly, KBE needs will be connected to the primary science classroom via assessment of skills. Secondly, both KBE and process skills were found to be more appropriately assessed by assessment modes such as portfolio and paper and pencil respectively, as demonstrated through the analysis by Rasch and unfolding models. Thirdly, the gap between the implemented and official curriculum will be narrowed with this proposed change in assessment processes.
6
Lee, Iris Chai Hong. "The need for realignment of primary science assessment to contemporary needs : assessment of learning and assessment for learning /." Lee, Iris Chai Hong (2007) The need for realignment of primary science assessment to contemporary needs: assessment of learning and assessment for learning. PhD thesis, Murdoch University, 2007. http://researchrepository.murdoch.edu.au/153/.
Full textAbstract:
The ultimate purpose of this study was to investigate how to best prepare Singapore students for the Knowledge-based Economy (KBE). Investigating the possible need for the realignment of the primary science assessment to the KBE was of utmost interest as assessment was viewed as the driver of the actual curriculum.
This was a mixed methods design study (Creswell, 2005). Fifteen teachers were first interviewed to ascertain the major features of primary school science assessment in both Perth, Western Australia and Singapore. A list of twelve questions was prepared for the eight teacher interviewees in Singapore and the seven teacher interviewees in Perth. The NUD*IST program was used to help organise trends in these teacher responses. Definitions of KBE skills were synthesised from literature reviews and validated by the fifteen teachers for the subsequent survey. The survey involved a list of demographic questions and two matrices. The first matrix required the teachers to rate, on a four-point scale, the use of the eleven assessment modes for the twelve 'process' and KBE skills. The second matrix was a frequency check to determine if the teachers had used a particular mode to assess a particular skill. One hundred and forty-five usable surveys were analysed. The Rasch analysis was performed through RUMM2020 program and unfolding model was sought through the program RateFOLD.
The interviews first established that KBE skills and a variety of assessment modes were needed for today's classes. The survey confirmed these needs and found that the paper and pencil test was the most frequently used assessment procedures in Singapore and Perth. In both interviews and the survey, teachers were requested to match the skill(s) to the appropriate assessment mode(s) though the details and justification of such tasks were explained by the teachers in the interviews. In the process, other factors such as 'time constraints' and 'ranking of the teachers' were uncovered as 'hindrances' to teachers assessing the students appropriately for learning. The problems identified by the Singapore teachers were a lack of time, overloaded syllabi and the crucial perceived need of assessment of learning (high-stake summative tests).
The results of both the interviews and survey supported the need for a variety of assessment modes (Gray and Sharp, 2001; Hackling, 2004; National Research Council, 1996, 2001 and 2003; Sebatane, 1998; Sterenberg, 1998) to help students learn science in today's contemporary classes. The Singapore teachers in this study were also appealing for help from the policy-makers to use a variety of assessment modes as the system that stipulated the use of the paper and pencil testing was beyond their control and jurisdiction.
Recommendations that stemmed from this study include allowing teachers to use a variety of assessments to assess the students' learning in the high-stake Primary School Leaving Examination (PSLE) and not just the paper and pencil mode that has been in used for at least the last thirty years. There are important implications as the learning theories that are currently used to support the assessment of learning are no longer sufficient nor in total alignment with the needs for today's class. For example, a behaviourist taxonomy of skills emphasises the measurable output and not the process of learning. Socio-constructivist approaches that focus on the individual constructing meaning in hislher context such as the use of ongoing formative assessment to encourage feedback (Black and Wiliam, 1998a and b) may assist in engaging the students in lifelong learning which is required in the KBE.
Lastly, the significance of this study lies in two aspects, the practical and the scholarly. This study provides the evidence for the need primary science assessment to be more aligned to contemporary needs. This in turn will assist in better preparing the young of Singapore, who are the nation's only natural resource, for the workforce. This study also aims to contribute to the body of knowledge in three ways. Firstly, KBE needs will be connected to the primary science classroom via assessment of skills. Secondly, both KBE and process skills were found to be more appropriately assessed by assessment modes such as portfolio and paper and pencil respectively, as demonstrated through the analysis by Rasch and unfolding models. Thirdly, the gap between the implemented and official curriculum will be narrowed with this proposed change in assessment processes.
7
Wood, David L. "Assessment for learning connecting students to their learning /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4799.
Full textAbstract:
Thesis (Ed. D.)--University of Missouri-Columbia, 2007.The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on March 4, 2008) Vita. Includes bibliographical references.
8
Cook, Jonathan A. "Statistical assessment of learning curve effects in health technology assessment." Thesis, University of Aberdeen, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.401493.
Full textAbstract:
New treatments are being constantly developed and introduced into practice. The randomised controlled trial is widely seen as the ‘gold standard’ method of evaluating treatments. However, its use in evaluating surgical techniques has been contentious. Since surgeons may not be as experienced in the new technique, the comparison may be biased, failing to represent the true worth of the new technique. This ‘learning curve effect’ is one of the major reasons for the low usage of clinical trails in surgery. A literature review of fibreoptic intubation, which was acknowledged to have a learning curve effect, was performed with a view to measuring the learning curve. However, it was not possible to ascertain the approximate magnitude of the learning curve features. A number of statistical methods had been suggested as suitable for modelling of learning curves in health technologies. A comparison of Bayesian and maximum likelihood estimation hierarchical models and generalised estimating equations was made using data from trainees performing fibreoptic intubation. It was concluded that statistical methods that account for the hierarchical structure of learning data should be used. The use of non-linear hierarchical models for modelling learning curve effects was evaluated and it was recommended that Bayesian non-linear hierarchical modelling should be the preferred statistical method to model learning data, where feasible. Finally, a randomised controlled trial was assessed for the existence of learning effect. A pragmatic three step approach was used to identify the existence of a learning curve effect in each outcome. Twenty-one outcomes were evaluated with four outcomes concluded to have a learning curve effect. The trial analysis was repeated using Bayesian hierarchical models, to account for the existence of learning. In the last chapter the results were discussed and areas for further research were highlighted.
9
Vani, Liliana. "Portfolios, teacher assessment as transformative learning." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0033/NQ49869.pdf.
Full text
10
Li, Wang-on, and 李允安. "The assessment of learning outcome: knowledgestructure." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B31227582.
Full text
11
Lau, Alice Man Sze. "Assessment for learning in higher education." Thesis, University of South Wales, 2013. https://pure.southwales.ac.uk/en/studentthesis/assessment-for-learning-in-higher-education(3dbf6052-980d-45d8-b059-6be56c13dc59).html.
Full textAbstract:
The thesis is about assessment for learning. It aims to examine the gap between theory and practice in assessment for learning through a case study approach. By examining closely the assessment practice in one higher education institution in the UK, the thesis presents a number of original contributions to the literature, knowledge base and practice of assessment for learning. The thesis challenges the established literature in assessment for learning and proposes that the literature should move away from the dichotomised view of summative and formative assessment. The thesis also highlights the lack of an explicit theoretical underpinning in assessment for learning and proposes that the social constructivist approach should be made more explicit in the assessment for learning literature. With the case study demonstrating that lecturers often take a surface approach towards assessment for learning principles, the thesis proposes that dialogue needs to be seen as the common thread in assessment for learning. By understanding that assessment for learning is about a process that involves meaningful dialogue between 1) tutors and tutors, 2) tutors and learners, 3) learners and peers and finally 4) learners themselves, lecturers will be presented with a new knowledge base to re-consider their assessment practice. The case study also reveals that lecturers from certain disciplines found the notion of assessment for learning aligned with their disciplines more readily. This finding together with the contributions to literature and knowledge base will present a new perspective towards assessment for learning and look to inform practice that will result in a deep approach to assessment for learning.
12
Chan, Kan Kan. "Students' perceptions of learning through assessment for learning and technology." Thesis, Durham University, 2007. http://etheses.dur.ac.uk/1912/.
Full textAbstract:
This study investigates the implementation of the concept of assessment for learning in the context of computer education courses in teacher education in Macau. It aims to promote reflection in students' learning with the use of technology. The concept of assessment for learning was infused into the courses taught by the researcher. Opportunities for self-assessment, peer-assessment and constructive feedback were set up for students to examine their own learning through the online technoiogy, of blogging and digital portfolios. One hundred and seventeen teachers and teacher candidates, taking Computer, Applications, Educational Technology and Information Technology in Education experienced a curriculum based on the concept of assessment for learning for a period of thirteen to fourteen weeks. Nineteen of them experienced a longer period of about twenty-seven weeks. Students were requested to reflect on the course content weekly using blogs and the journal content of the blogs serves as the main source for data analysis. In addition, a questionnaire was given to students to seek their v'iew on the use of blogs for reflection and communication purposes. Analysis of data from different sources such as questionnaire, students' journals and their digital learning portfolios show that students do engage in the reflective process. However, the quality of reflection for most students was not deep. Students did make use of the journal to communicate with. the tutor. The communication pattern of students using online environment shows that they support their peers by words of encouragement, affirmation and empathy. Students value the feedback provided by both the tutor and their classmates. Major problems encountered by students are: the requirement to write a weekly journal and knowledge of what constitutes reflective journal content. The study concludes that assessment for learning is a viable approach that can be supported through blog and digital portfolios. However, the successful implementation of the assessment for learning requires the active facilitation of the tutor to engage students in the process of reflection and communication.
13
Chun, Desmond Tan Chia. "Student teachers learning to use 'Assessment for Learning' in schools." Thesis, University of Oxford, 2016. https://ora.ox.ac.uk/objects/uuid:1859713f-79c3-4fe8-ace1-d70fae622bda.
Full textAbstract:
Assessment for Learning (AfL) has been seen as a key aspect of teaching and learning for almost two decades, since the seminal review by Black and Wiliam (1998a). However, the research has largely been conducted with practising teachers rather than student teachers. This thesis attempts to fill this gap in relation to AfL, and illustrate that understanding how student teachers learn to use conceptual resources, such as AfL, can inform the work of all those who support the learning of teachers in training. The present study investigated how four secondary geography student teachers on a one year post-graduate training programme in England worked with ideas associated with AfL in their teaching during two school placements. The study asked how and why they used AfL or, as became evident, Assessment of Learning (AoL) in their teaching and what their use of AfL might tell us about their learning to teach in schools. The thesis adopted a cultural-historical approach to investigate the actions in activities of the student teachers as they learnt to teach. The four students were followed over two terms in their two placement schools to gather data on their trajectories as learners and beginning teachers. Data collection methods were: (i) semi-structured interviews with the four students; interviews with their teacher mentors and other school staff; and (ii) regular post-lesson interviews with the student teachers, following observations of their teaching. The cultural-historical approach led to examining AfL as a potential tool to be used by the student teachers in their teaching. Engeström's (1990, 1999, 2007) work on tool use and mediating artefacts was deployed to analyse the student teachers' use of AfL and what they saw as its purposes. The attention to purposes of tool use in the study was also informed by Hedegaard's (2012, 2014) work on motives in institutional practices, the activities in the practices and the actions taken by student teachers. This approach pointed to how the institutional motives and demands embedded in school practices influenced their learning. The study also paid attention to the identity work being done by the student teachers. This work was most apparent when the student teachers moved from their first to second placement school and worked with a different set of demands in institutional practices. One early finding was that although school colleagues and student teachers were using the label AfL, closer examination revealed that they were actually using AoL. Key findings from the final analyses were as follows: there was considerable variation in how the geography specialist teacher mentors interpreted and used AfL; some mentors were strongly mediating the AfL/AoL expectations evident in the school inspection system in England; there was evidence of some strong and challenging mentoring, but it was not consistent across the experiences of the students; the students' own sense of the kind of teacher they wanted to become could be tracked in ways which revealed how they coped with the different school demands and what they saw as university expectations; the transition between placement schools was significant for the student teachers in ways that had not been anticipated by the design of the programme. Following the student teachers as learners offered insights into their experiences in the black box of school placements during teacher education. Consequently, the implications for the design of teacher education programmes are a key part of the discussion stimulated by the findings.
14
Solkin, Laurence. "Assessment and learning : a conversational exploration of the relationship between the assessment of managers and their learning." Thesis, Brunel University, 1998. http://bura.brunel.ac.uk/handle/2438/5592.
Full textAbstract:
This research seeks to explore the relationship between formal assessment methods used within organisations and the subsequent learning of managers. The managers who participated in this study are all employees of the London Fire Brigade and the assessment that they undertook were administered as part of the selection and development activities provided by that organisation. The purpose of the research was to examine how being assessed affected their learning and the methodology used was that of action research. Two forms of assessment were administered those of the management assessment or development centre and those of the national vocational qualification system (NVQs). The research is based on two parallel sets of case studies with managers who participated in the different assessment activities. The initial absence of any clear positive learning, as a product of being assessed gave rise to a broader consideration of the relationship between assessment and personal learning. This examination culminated in the development of personally oriented tools that were used to interpret assessment data and to assist in the management of individuals' learning. The results are considered in the context of current literature and practice regarding assessment, and conclusions are made in relation to improving the learning outcomes of assessment processes. The issues of learner involvement and learner's control over the learning process are discussed and integrated within the conclusions and the adoption of a more humanistic approach based on self organisation recommended. Finally, the research considers the methodology required for studies of the quality of human learning and the need for learner participation on the research process itself.
15
Mongalo, Lucky. "Assessment practices of adult educators in Mamelodi Adult Learning Centers." Thesis, University of the Western Cape, 2008. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_2105_1271020736.
Full textAbstract:
This study explores the assessment practices of adult educators in Mamelodi Adult Learning Centers using a qualitative methodology. The study recognizes that assessment is an important activity within the education and training enterprise since it can be used to improve the quality of teaching as well as improve and support the learning process. The study sets out to investigate how Mamelodi adult educators conceptualize assessment
the skills levels of these educators
the nature of support and training these educators received to enhance their assessment practices
the different assessment methods employed by the adult educators to assess learners
and the educational validity and efficacy of these practices.
16
Blinkhorn, Ken. "Prior Learning Assessment, an investigation of nonsponsored learning for college credits." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq41010.pdf.
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17
Chouseinoglou, Oumout. "Organizational Learning Assessment In Software Development Organizations." Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614960/index.pdf.
Full textAbstract:
Knowledge is one of the most important assets of an organization that directly affects business success, and its importance increases for organizations that use knowledge-intensive processes such as the software development industry. In an industry in which technological developments are rapid, in order to keep up with the continuously increasing competition and to obtain competitive advantage the software organizations need to obtain the correct knowledge, use it efficiently and pass it to future projects evolving it accordingly. The major aim of this research is to propose a novel model, namely AiOLoS, for assessing the level of organizational learning and learning characteristics in software development organizations. The primary contributions of this two-legged AiOLoS model are the identification of the major process areas and the core processes that a learning software organization follows during its organizational learning process and to provide the necessary measures and metrics and the corresponding definitions/interpretations for the assessment of the learning characteristics of the software development organization. The research is supported with a multiple case-study work conducted in software development teams in order to identify the mapping of the core processes and the applicability of the AiOLoS model to software development organizations, its utilization as a tool for assessing organizational learning and providing a basis for software process improvement.
18
Vey, Lynette Daphne, and n/e. "Enhancing the realationship between learning and assessment." University of Canberra. Education & Community Studies, 2005. http://erl.canberra.edu.au./public/adt-AUC20060804.112632.
Full textAbstract:
This study is an investigation of the relationship between assessment and learning in
education, and specifically, in the context of Australian secondary students studying
English. The purpose of this research is to contribute to change in the way assessment
of learning is conducted in view of the shift of educational values from content based
towards a more goal-orientated process. Therefore, we begin this study with the
premise that educational values should not only inform assessment in terms of
outcomes and accountability as specified in national guidelines. They should also
support a pedagogic process which helps to develop in students a heightened sense of
the value of their own contributions to the community, academic and otherwise.
The intellectual context of this study begins with an overview of most prominent
educational theories. We illustrate John Deweys view that education should not only
prepare one for life, but should also be an integral part of life itself. Dewey insisted
that education was based in experience and that educational institutions should
therefore honour and build on students� experiences. Piaget believed that children are
quite sophisticated, active thinkers and theorists. Vygotsky saw all learning,
knowledge, and experience had a social basis. Together these three theorists
emphasize the active role of students as individuals (Dewey and Piaget) or a group
(Vygotsky). Further, as societys values shift from the Industrial Age to an
Information Age, there is a growing expectation for individuals to be active and
informed citizens, with the ability to exercise judgment and the capacity to make
sense of their world. In response to these issues, we conclude that the teaching and
assessment processes must support these kinds of requirements.
We examine literature related to learning theories and assessment with the objective
of ascertaining and illustrating aspects which they share and which, in our view,
hamper the development of learning environments enabling exploratory and critical
learning. We argue that when assessment criteria predetermine the learning
outcomes, this results in teaching models where students learning needs are also
predetermined. This process alienates students from their sociocultural context which
shapes them and from which they derive their identify and the sense of their own
value. Consequently, students become an object of pedagogic tools, rather than
rightful participants in the lives of their various communities.
Against the background of these reflections, we set out in this study to investigate
how learning and assessment can be linked together. To this end, we develop the
concept of an Exploratory Learning Environment. In order to articulate the
framework of such an environment, we draw on a number of principals generally
associated with humanist/constructivist/postmodern approaches to learning and
assessment. In the course of this work we argue that students ways of knowing, and
how they learn, cannot be divorced from their individual, and yet socially
(interactively) constructed (negotiated), cultural experiences (terms of reference). The
philosophy of the Exploratory Learning Environment can be described as promoting
engagement and construction, thus supporting learning through experience, inquiry,experimentation and critical reflection.
Consequently, in the Exploratory Learning Environment we seek to integrate
pedagogic task construction and students expectations. To this end, we concentrate
our research on strategies, or tools, enhancing students critical forms of engagement
in their community. We aim for the academic knowledge, which they construct as a
result, not to serve arbitrarily constructed performance indicators, but the students
themselves and the community which they engage. Regarding assessment, our
objective is to ascertain the diversity of conflict-generating concerns which students
take into account in order to motivate the kinds of socially responsible solutions that
they create and, as a result, the kinds of relationships which they want to establish.
This approach to assessment allows us to focus students learning on developing
critical thinking skills whose validation comes from students own evaluation, rather
than from an abstract source of authority.
This arrangement of creating learning environments rich in tools enhancing students
critical forms of engagement we carry out using two classes of Year 10 and one class
of Year 8 students in two secondary schools. Results from the study demonstrate
significant advantages that can be gained when assessment is not limited to the
measure of a product, but is based in pedagogy enabling critical negotiation. For
example, students developed a sense of ownership of their learning task, felt
motivated to explore conflicting issues, and, interestingly, valued the assessment
process and looked forward to learning about the quality of their performance.
In summary, the theoretical reflections conducted in this study and the experiment
conducted within the Exploratory Learning Environment model, together, provide
valuable and reliable evidence supporting the need for a critical evaluation of the
currently existing relationship between teaching and assessment. Further, this thesis
offers examples of solutions in which this link can be fostered. It demonstrates that,
when students are empowered to learn by critically linking academic and other forms
of knowledge residing in their community, the assessment process become a
meaningful tool to them and they become involved in their assessment.
At the same time, teachers learn to reduce the grip they hold on the learning and
assessment processes. They do so by adopting the role of a facilitator of the students
negotiation process. This is very different from the traditional teaching practices
where the learning process is restricted, rather than enhanced, by assessment.
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Klimke, Alexandra Pamela. "Using learning teams to improve assessment practices." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ59453.pdf.
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Cooker, Lucy. "Formative (self-)assessment as autonomous language learning." Thesis, University of Nottingham, 2012. http://eprints.nottingham.ac.uk/13665/.
Full textAbstract:
While learner autonomy is often lauded as an important goal in language education, applied linguists have debated if it is a construct that has been given proper attention in terms of definition and assessment. In order to address this debate the researcher implemented a two-phase study within the context of higher education. Theories of learner autonomy, sustainable assessment and transformative learning guided the study design. In the research design, the nexus between language learner autonomy and assessment as learning was first explored in phase one of the study. Here survey methodology was used on a global scale: Findings from 45 respondents in 13 countries indicate that indeed language learner autonomy is being widely assessed, and, further that a variety of tools, evidence and people are implemented in this task. In phase two of the study, the most important stakeholders of learner autonomy - language learners - participated in Q-methodological study of their perceptions of the non-linguistic outcomes of learning in an autonomous environment: A total of 30 participants from Hong Kong, Japan and the UK completed a Q sort and interview. The findings of the Q study showed that there were six different ways of being autonomous, and these were interpreted as 'modes of autonomy'. These modes of autonomy were lastly used to devise a tool for the formative self-assessment of learner autonomy.
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Alkhattabi, Mona Awad. "Information quality assessment in e-learning systems." Thesis, University of Bradford, 2010. http://hdl.handle.net/10454/4867.
Full textAbstract:
E-learning systems provide a promising solution as an information exchanging channel. Improved technology could mean faster and easier access to information but does not necessarily ensure the quality of this information. Therefore it is essential to develop valid and reliable methods of quality measurement and carry out careful information quality evaluations. Information quality frameworks are developed to measure the quality of information systems, generally from the designers' viewpoint. The recent proliferation of e-services, and e-learning particularly, raises the need for a new quality framework in the context of e-learning systems. The main contribution of this thesis is to propose a new information quality framework, with 14 information quality attributes grouped in three quality dimensions: intrinsic, contextual representation and accessibility. We report results based on original questionnaire data and factor analysis. Moreover, we validate the proposed framework using an empirical approach. We report our validation results on the basis of data collected from an original questionnaire and structural equation modeling (SEM) analysis, confirmatory factor analysis (CFA) in particular. However, it is difficult to measure information quality in an e-learning context because the concept of information quality is complex and it is expected that the measurements will be multidimensional in nature. Reliable measures need to be obtained in a systematic way, whilst considering the purpose of the measurement. Therefore, we start by adopting a Goal Question Metrics (GQM) approach to develop a set of quality metrics for the identified quality attributes within the proposed framework. We then define an assessment model and measurement scheme, based on a multi element analysis technique. The obtained results can be considered to be promising and positive, and revealed that the framework and assessment scheme could give good predictions for information quality within e-learning context. This research generates novel contributions as it proposes a solution to the problems raised from the absence of consensus regarding evaluation standards and methods for measuring information quality within an e-learning context. Also, it anticipates the feasibility of taking advantage of web mining techniques to automate the retrieval process of the information required for quality measurement. This assessment model is useful to e-learning systems designers, providers and users as it gives a comprehensive indication of the quality of information in such systems, and also facilitates the evaluation, allows comparisons and analysis of information quality.
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Tormoehlen, Lucy J. "A learning needs assessment of parish nurses." CardinalScholar 1.0, 2009. http://liblink.bsu.edu/uhtbin/catkey/1536755.
Full textAbstract:
Parish Nursing is relatively new, having its original Scope and Standards from the American Nurses Association published in 1998. At the same time the Basic Preparation Curriculum for Parish Nursing, which had been developed through the International Parish Nurse Resource Center, was distributed to Educational Partners of the Center and used for Parish Nurse instruction. This curriculum has subsequently been revised in 2004 and 2009, but over this time a study of the learning needs of novice Parish Nurses has not been documented. This study is an assessment of the learning needs of one group of Parish Nurses. The study was constructed on 11 prioritized Parish Nursing skills from the “Getting Started” module of the Basic Preparation Curriculum for Parish Nursing and consisted of three questions about each skill. Survey respondents were asked to rank 1) the importance of the skill, 2) the percentage of new Parish Nurses whom they felt were deficient in the skill and 3) how important it was to add more training for that skill in the Parish Nurse course. Answers to the skill questions utilized a six point Likert scale.
Among other biographical information, respondents were asked how many years they had been an active Parish Nurse and to rank themselves based on Benner’s (1984) levels of expertise. Although the outcomes of the study are focused on the learning needs of novice Parish Nurses, input was obtained from Parish Nurses of all levels of expertise.
A qualitative component was obtained from the textbox at the end of each set of the three skill questions. The comments gave voice to the respondents and enriched the findings.
The study affirmed that the skill of ‘Keeping Confidentiality’ was unanimously rated highly and well done, but this is an essential skill to all nursing. The most variance came with the skill of ‘Making a Budget’. Many Parish Nurses volunteer their services to their church, often with a ‘zero’ budget to work with, so making a budget is immaterial. The study showed that respondents in general were satisfied with their Parish Nursing training and that of their novice colleagues.Department of Educational Studies
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Alkhattabi, Mona A. "Information quality assessment in e-learning systems." Thesis, University of Bradford, 2010. http://hdl.handle.net/10454/4867.
Full textAbstract:
E-learning systems provide a promising solution as an information exchanging channel. Improved technology could mean faster and easier access to information but does not necessarily ensure the quality of this information. Therefore it is essential to develop valid and reliable methods of quality measurement and carry out careful information quality evaluations.
Information quality frameworks are developed to measure the quality of information systems, generally from the designers¿ viewpoint. The recent proliferation of e-services, and e-learning particularly, raises the need for a new quality framework in the context of e-learning systems. The main contribution of this thesis is to propose a new information quality framework, with 14 information quality attributes grouped in three quality dimensions: intrinsic, contextual representation and accessibility. We report results based on original questionnaire data and factor analysis. Moreover, we validate the proposed framework using an empirical approach. We report our validation results on the basis of data collected from an original questionnaire and structural equation modeling (SEM) analysis, confirmatory factor analysis (CFA) in particular.
However, it is difficult to measure information quality in an e-learning context because the concept of information quality is complex and it is expected that the measurements will be multidimensional in nature. Reliable measures need to be obtained in a systematic way, whilst considering the purpose of the measurement. Therefore, we start by adopting a Goal Question Metrics (GQM) approach to develop a set of quality metrics for the identified quality attributes within the proposed framework. We then define an assessment model and measurement scheme, based on a multi element analysis technique. The obtained results can be considered to be promising and positive, and revealed that the framework and assessment scheme could give good predictions for information quality within e-learning context.
This research generates novel contributions as it proposes a solution to the problems raised from the absence of consensus regarding evaluation standards and methods for measuring information quality within an e-learning context. Also, it anticipates the feasibility of taking advantage of web mining techniques to automate the retrieval process of the information required for quality measurement. This assessment model is useful to e-learning systems designers, providers and users as it gives a comprehensive indication of the quality of information in such systems, and also facilitates the evaluation, allows comparisons and analysis of information quality.
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Skippington, Peter A. "Windows into learning : workplace assessment by videoconferencing." Thesis, Queensland University of Technology, 1998. https://eprints.qut.edu.au/36548/1/36548_Skippington_1998.pdf.
Full textAbstract:
This study investigates the outcomes of assessment and learning when adult learners and
their assessors use desktop videoconferencing to conduct assessment of workplace skills.
In particular it examines whether a virtual learning environment created through the
application of desktop videoconferencing systems allows for meaningful workplace
assessment and associated learning.
A review of the literature associated with videoconferencing showed that the majority of
studies on the use of videoconferencing in learning have focused only on the delivery of
learning. That is, there was no identifiable research which addressed specifically the use
of videoconferencing for assessment purposes. This study, therefore, builds on identified
general research on the application of videoconferencing and extends the research in two
specific ways. Firstly, whereas current research on videoconferencing bas traditionally
focused on the delivery of programs in the school and higher education sector, this study
examines applications in the vocational education and training sector. SpecificaJly, the
study examines the impact of videoconferencing in the development of skills in the
workplace. Secondly, by focusing on assessment as a significant element of the learning
process, the study extends the current research base which has focused only on the
delivery and support of learning.
A qualitative research design was implemented which aimed to produce 'interpretative
accounts' of the phenomena under investigation. The interpretative research methods and approaches implemented in this study allowed the researcher to emphasise the
contextual setting in which the events under investigation occurred. The research
methods and approaches allowed the researcher to examine a particular, small scale
innovation in a specific context and to examine the unique ways in which the innovation
was implemented.
Major findings of the study include the following:
• Desktop videoconferencing was reliable, convenient and easy for both teachers and
learners to use.
• The use of videoconferencing increased the flexibility and ease with which
assessment could be undertaken in the workplace.
• Workplace assessment by videoconferencing proved to be as re liable and valid as
face-to-face assessment techniques (including site visits and the use of contract
assessors).
• Workplace assessment by videoconferencing provided consistent approaches which
facilitated the development of meaningful relationships between teachers and
learners thereby encouraging an appreciation of assessment as a major part of a
continual learning process.
While the findings extend the knowledge base of the educational applications of
videoconferencing, there are limitations to the research that must be recognised. The
research is limited to a small number of learners and teachers working and learning in a
specific location within a specific context. Conclusions and findings of the study must be recognised as site specific. While the study offers significant insights into a particular
and unique learning context, it is not the purpose of the study to deve]op abstract
propositions that are universally acceptable across sites.
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Blum, Kathleen Mary. "Enhancement of student learning and attitude towards mathematics through authentic learning experiences." Thesis, Curtin University, 2002. http://hdl.handle.net/20.500.11937/2434.
Full textAbstract:
Research suggests that many high school students are not learning mathematics of value from a personal or an employment perspective. School mathematics often consists of applying memorised algorithms to exercises that do not meaningfully connect with the student's experience, and hence do not lead to the construction of meaningful mathematics concepts by the student. Moreover, most high school mathematics curricula give students a false idea of the essence of mathematics: Instead of understanding mathematics as another powerful lens through which to view the world, and a creative, enjoyable endeavour, it is seen as mere calculation or esoteric gobbledegook. Authentic learning experiences involve a different perspective on both what passes as mathematics and how students learn to mathematise. The study examined high school mathematics knowledge from several perspectives, and sought, through an empirical study, to enhance student learning and attitude towards mathematics through authentic learning. A class of Year 8 students learnt several units of mathematics primarily by authentic methods, using problems or interesting phenomena in the students' own experience, or otherwise meaningful to the student. Qualitative data was collected by multiple methods, including video recordings. Surveys were administered to five classes of Year 8 students and their parents at the beginning and at the end of the semester in which most of the empirical research took place. This allowed a comparison of attitudes towards mathematics between the experimental class and the other classes. A comparison of achievement was also made.The results indicate that employing authentic learning experiences may enhance learning and attitude towards mathematics. However, prior transmission teaching methods presented a significant barrier to student acceptance of authentic learning. Furthermore, there remain grave problems with other aspects of current high school mathematics curricula, specifically the mathematics content and the assessment style, which act against the full implementation of authentic learning. These problems are investigated and possible future paths considered.
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Wang, Wei 1974. "Computer-supported virtual collaborative learning and assessment framework for distributed learning environment." Thesis, Massachusetts Institute of Technology, 2002. http://hdl.handle.net/1721.1/84815.
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Wen, YuanHua. "Student attitudes toward fully internet dependent learning : assessment based on learning style /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9974702.
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Radford, Brian W. "The Effect of Formative Assessments on Teaching and Learning." Diss., CLICK HERE for online access, 2010. http://contentdm.lib.byu.edu/ETD/image/etd3497.pdf.
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Ball, Rachel Previs. "Virginia Principals' Knowledge of Classroom Assessment and Support of Assessment for Learning Practices." W&M ScholarWorks, 2017. https://scholarworks.wm.edu/etd/1516639525.
Full textAbstract:
The purpose of this study was to investigate the assessment literacy of Virginia principals and describe how principals with varying levels of assessment literacy integrate assessment leadership practices that support assessment for learning. This study investigated the differences in assessment literacy between elementary and secondary principals and across principals’ predominant method of training in assessment. Mertler and Campbell’s (2005) Assessment Literacy Inventory (ALI) was used to obtain measures of overall assessment literacy and determine relative strengths and weaknesses across the seven Standards for Teacher Competence in the Educational Assessment of Students. There were no significant differences in assessment literacy across levels or as a result of type of training in assessment. Participants scored highest in their ability to recognize unethical practices and their relative weakness was in developing assessment methods. Qualitative interviews were conducted with six principals with higher levels of assessment literacy and six principals with lower levels. Interviews were analyzed for assessment leadership practices related to: support of assessment for learning principals, alignment, professional development, balanced assessment, and ethical practices. Discrepancies between principals with higher and lower levels of assessment literacy were in the areas of professional development on learning targets and the alignment of instruction to learning targets. Principals with across levels of assessment literacy described using professional learning communities and instructional specialists to support grouping for instruction. Additionally, principals described balanced assessment systems with multiple measures of formative and summative assessments. There were commonalities in ethical practices and considerations across principals.
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Hahn, Jan Hendrik. "Paarassessering teenoor individuele assessering in rekenaarprogrammering / Jan Hendrik Hahn." Thesis, North-West University, 2008. http://hdl.handle.net/10394/764.
Full textAbstract:
During the past few years, pair-programming is a programming technique that has received an increasing amount of attention in the teaching of computer programming skills. Pair programming can briefly be described as a programming situation in which two persons sit at one computer and execute the task together. Although much research has been done on the advantages and disadvantages of pair programming, the assessment of computer skills acquired in pairs still remains a problem. The perception exists that pair assessment is not a reliable indicator of students' computer programming abilities.
The purpose of the study was to determine whether (1) the results of programming skills assessed in pairs correlate with those of programming skills assessed individually, and (2) to investigate students' perceptions of pair and individual assessment. To reach these objectives, a literature study was performed to investigate pair programming as programming technique and the assessment of programming skills acquired in pairs.
The empirical study has revealed that a positive relation exists between programming skills assessed in pairs and programming skills assessed individually. Furthermore, it was found that in general students' perceptions concerning pair assessment have changed positively.
Based on the results arising from the empirical study, guidelines were suggested for the facilitation and assessment of pair programming skills.Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2008.
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Roos, Bertil. "ICT and formative assessment in the learning society." Doctoral thesis, Umeå : Department of Education, Umeå University, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-477.
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Russell, III Homer Arthur. "Transactive Discourse during Assessment Conversations on Science Learning." Digital Archive @ GSU, 2005. http://digitalarchive.gsu.edu/epse_diss/41.
Full textAbstract:
Transactive Discourse During Assessment Conversations on Science Learning by Homer A. Russell III It has been argued that development of science knowledge is the result of social interaction and adoption of shared understandings between teachers and students. A part of understanding that process is determining how student reasoning develops in groups. Transactive discussion is a form of negotiation between group members as they interpret the meaning of their logical statements about a topic. More importantly, it is a form of discourse that often leads to cognitive change as a result of the interaction between group participants as they wrestle with their different perspectives in order to achieve a common understanding. The research reported here was a correlational study designed to investigate the relationship between the various forms of transactive discussion and learning outcome performance seen in an investigation involving 24 students in a middle-SES high school located in southwest Atlanta, Georgia. Pretest and posttest measures of genetics reasoning, as well as curriculum content test data, were used in this study. Group discussion was captured on videotape and analyzed to determine whether transactional discussion was present and whether or not it had an effect on learning outcome measures. Results of this study showed that participant use of transactive discussion played a role in development of reasoning abilities in the area of genetics. It is suggested that teachers should monitor classroom discourse for the presence of transactive discussion as such discourse plays a role in fostering performance outcomes.
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Robinson, Heather K. M. "Is assessment for learning atheoretic? : a philosphical critique." Thesis, Queen's University Belfast, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.534674.
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Barnes, Robert H. "Implementing pupil self-assessment in teaching and learning." Thesis, University of East Anglia, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.320813.
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Rahmatullah, Bahbibi. "Assessment of obstetric ultrasound images using machine learning." Thesis, University of Oxford, 2012. http://ora.ox.ac.uk/objects/uuid:8f8f1796-7c25-43b9-bb14-d8cdc28f6ca2.
Full textAbstract:
Ultrasound-based fetal biometry is used to derive important clinical information for identifying IUGR (intra-uterine growth restriction) and managing risk in pregnancy. Accurate and reproducible biometric measurement relies heavily on a good standard image plane. However, qualitative visual assessment, which includes the visual identification of certain anatomical landmarks in the image is prone to inter- and intra-reviewer variability and is also time-consuming to perform. Automated anatomical structure detection is the first step towards the development of a fast and reproducible quality assessment of fetal biometry images. This thesis deals specifically with abdominal scans in the development and evaluation of methods to automatically detect the stomach and the umbilical vein within them. First, an original method for detecting the stomach and the umbilical vein in fetal abdominal scans was developed using a machine learning framework. A classifier solution was designed with AdaBoost learning algorithm with Haar features extracted from the intensity image. The performance of the new method was compared on different clinically relevant gestational age groups. Speckle and the low contrast nature of ultrasound images motivated the idea of introducing features extracted from local phase images. Local phase is contrast invariant and has proven to be useful in other ultrasound image analysis application compared with intensity. Nevertheless, it has never been implemented in a machine learning environment before. In our second experiment, local phase features were proven to have higher discriminative power than intensity features which enabled them to be selected as the first weak classifiers with large classifier weight. Third, a novel approach to improving the speed of the detection was developed using a global feature symmetry map based on local phase to select the candidate locations for the stomach and the umbilical vein. It was coupled with a local intensity-based classifier to form a “hybrid” detector. A nine-fold increase in the average computational speed was recorded along with higher accuracy in the detection of both the anatomical structures. Quantitative and qualitative evaluations of all the algorithms were presented using 2384 fetal abdominal images retrieved from the image database study of the Oxford Ultrasound Quality Control Unit of the INTERGROWTH-21st project. Finally, the “hybrid” detection method was evaluated in two potential application scenarios. The first application was clinical scoring in which both the computer algorithm and four experts were asked to record presence or absence of the stomach and the umbilical vein in 400 ultrasound images. The computer-experts agreement was found to be comparable with the inter-expert agreement. The second application concerned selecting the standard image plane from 3D abdominal ultrasound volume. The algorithm was successful in selecting 93.36% of the images plane defined by the expert in 30 ultrasound volumes.
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Uziela, Karolis. "Protein Model Quality Assessment : A Machine Learning Approach." Doctoral thesis, Stockholms universitet, Institutionen för biokemi och biofysik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-137695.
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Many protein structure prediction programs exist and they can efficiently generate a number of protein models of a varying quality. One of the problems is that it is difficult to know which model is the best one for a given target sequence. Selecting the best model is one of the major tasks of Model Quality Assessment Programs (MQAPs). These programs are able to predict model accuracy before the native structure is determined. The accuracy estimation can be divided into two parts: global (the whole model accuracy) and local (the accuracy of each residue). ProQ2 is one of the most successful MQAPs for prediction of both local and global model accuracy and is based on a Machine Learning approach. In this thesis, I present my own contribution to Model Quality Assessment (MQA) and the newest developments of ProQ program series. Firstly, I describe a new ProQ2 implementation in the protein modelling software package Rosetta. This new implementation allows use of ProQ2 as a scoring function for conformational sampling inside Rosetta, which was not possible before. Moreover, I present two new methods, ProQ3 and ProQ3D that both outperform their predecessor. ProQ3 introduces new training features that are calculated from Rosetta energy functions and ProQ3D introduces a new machine learning approach based on deep learning. ProQ3 program participated in the 12th Community Wide Experiment on the Critical Assessment of Techniques for Protein Structure Prediction (CASP12) and was one of the best methods in the MQA category. Finally, an important issue in model quality assessment is how to select a target function that the predictor is trying to learn. In the fourth manuscript, I show that MQA results can be improved by selecting a contact-based target function instead of more conventional superposition based functions.At the time of the doctoral defense, the following paper was unpublished and had a status as follows: Paper 3: Manuscript.
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Usher, Natalie. "Learning about academic writing through holistic peer assessment." Thesis, University of Oxford, 2018. http://ora.ox.ac.uk/objects/uuid:6c22cbc9-cb25-45ff-bf13-8fc190a201ec.
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While there is a consensus among researchers that assessment should and can serve learning, there is less understanding of how it supports learning at a fine-grained level. This thesis uses design-based research to investigate the role of comment-only, holistic peer assessment in writing development. The theory of action synthesises Sadler's accounts of learning through assessment (1989, 2010) with Winne and Hadwin's (1998, 2008) model of self-regulated learning. It is theorised that participating in peer assessment helps students to develop evaluative expertise, which in turn enriches task perceptions, metacognitive standards and ultimately large-scale adaptation: the changes students employ in subsequent essays. Drawing on the theory of action, I designed a series of workshops for first-year English Literature students learning to write examination essays. The thesis reports on the first of two iterations. 21 participants assessed and discussed example essays; criteria were not pre-determined but emerged from discussion of four examples. Students then wrote a timed essay, assessed three peer pieces and received three reviews. A range of data was generated during the workshops, including written comments, reflections and questionnaires. Ten case study writers also took part in pre- and post-workshops writing tasks, think-aloud protocols and interviews. To trace the development of students' evaluative expertise, I coded inductively students' talk and comment about writing. Visualising the connections between emergent codes reveals writing quality as a complex web of criteria, with the essay question at the centre. There was a strong overlap between the official Faculty assessment criteria and the codes emerging from student data. However, students also frequently commented on procedural aspects of writing such as introductions and conclusions, which are left tacit or latent in Faculty criteria. Post-workshops, students' own metacognitive standards became increasingly reader-oriented and question-focussed, and these procedural aspects of writing drove the adaptations they made to their approach. I use rich, in-depth case study data to trace how, why, and when students made such adaptations. I also examine the role of peer feedback, which rather than offering new information, often verified or complemented the judgements students formed of their own writing during the workshops. The thesis thus illuminates processes involved in learning through assessment. It also shows that peer assessment is a practicable way of developing within the discipline both evaluative expertise and writing, which are key to lifelong learning.
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Avery, Barry. "e-Portfolio assessment in networked learning based communities." Thesis, Lancaster University, 2016. http://eprints.lancs.ac.uk/81542/.
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There is a substantial body of research suggesting the advantages of using e- Portfolios in higher education assessment, where work is collated by individuals to record their learning. The use of learning communities in this context is an under-researched area, despite the number of e-Portfolios that implement a social component. This work develops an alternative e-Portfolio approach by using a networked learning based pedagogy, which brings richer descriptions of both artifacts and the structure of the underlying community. Action research and free/open source development principles have been aligned over two cycles, where students have participated as both co-researchers and co-developers. Evolving the nature and presentation of assessment artifacts, participants have determined how these are best shared and reused, and the ways in which larger contextual information about the community can improve both the learning and the knowledge of the learning taking place. A multi-method research framework is used to show what artifacts are created, who is interacting with whom and why participants act as they do. Data has been collected using interviews, focus groups and from analytics from the e-Portfolio itself. The findings suggest that the types of artifacts created are influenced by both the community and by the nature of the material being learnt. Artifacts reveal the sources that students use for their work and although participants can be reluctant to reveal incorrect or incomplete work to the community, this can be encouraged by a carefully constructed induction, reinforcing the importance of the role of teacher as tutor. Expertise is quickly associated with some participants by the quality and regularity of their artifact construction, who become more central and influential to the community, with their work becoming increasingly visible through search activities. This work presents the framework, an analysis of the results, conclusions and recommendations along with a reference implementation.
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Songar, Poonam. "Learning Assessment Data Collection from Educational Game Applications." Kent State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=kent1353900797.
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Díaz, Pinto Andrés Yesid. "Machine Learning for Glaucoma Assessment using Fundus Images." Doctoral thesis, Universitat Politècnica de València, 2019. http://hdl.handle.net/10251/124351.
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[ES] Las imágenes de fondo de ojo son muy utilizadas por los oftalmólogos para la evaluación de la retina y la detección de glaucoma. Esta patología es la segunda causa de ceguera en el mundo, según estudios de la Organización Mundial de la Salud (OMS).
En esta tesis doctoral, se estudian algoritmos de aprendizaje automático (machine learning) para la evaluación automática del glaucoma usando imágenes de fondo de ojo. En primer lugar, se proponen dos métodos para la segmentación automática. El primer método utiliza la transformación Watershed Estocástica para segmentar la copa óptica y posteriormente medir características clínicas como la relación Copa/Disco y la regla ISNT. El segundo método es una arquitectura U-Net que se usa específicamente para la segmentación del disco óptico y la copa óptica.
A continuación, se presentan sistemas automáticos de evaluación del glaucoma basados en redes neuronales convolucionales (CNN por sus siglas en inglés). En este enfoque se utilizan diferentes modelos entrenados en ImageNet como clasificadores automáticos de glaucoma, usando fine-tuning. Esta nueva técnica permite detectar el glaucoma sin segmentación previa o extracción de características. Además, este enfoque presenta una mejora considerable del rendimiento comparado con otros trabajos del estado del arte.
En tercer lugar, dada la dificultad de obtener grandes cantidades de imágenes etiquetadas (glaucoma/no glaucoma), esta tesis también aborda el problema de la síntesis de imágenes de la retina. En concreto se analizaron dos arquitecturas diferentes para la síntesis de imágenes, las arquitecturas Variational Autoencoder (VAE) y la Generative Adversarial Networks (GAN). Con estas arquitecturas se generaron imágenes sintéticas que se analizaron cualitativa y cuantitativamente, obteniendo un rendimiento similar a otros trabajos en la literatura.
Finalmente, en esta tesis se plantea la utilización de un tipo de GAN (DCGAN) como alternativa a los sistemas automáticos de evaluación del glaucoma presentados anteriormente. Para alcanzar este objetivo se implementó un algoritmo de aprendizaje semi-supervisado.[CAT] Les imatges de fons d'ull són molt utilitzades pels oftalmòlegs per a l'avaluació de la retina i la detecció de glaucoma. Aquesta patologia és la segona causa de ceguesa al món, segons estudis de l'Organització Mundial de la Salut (OMS). En aquesta tesi doctoral, s'estudien algoritmes d'aprenentatge automàtic (machine learning) per a l'avaluació automàtica del glaucoma usant imatges de fons d'ull. En primer lloc, es proposen dos mètodes per a la segmentació automàtica. El primer mètode utilitza la transformació Watershed Estocàstica per segmentar la copa òptica i després mesurar característiques clíniques com la relació Copa / Disc i la regla ISNT. El segon mètode és una arquitectura U-Net que s'usa específicament per a la segmentació del disc òptic i la copa òptica. A continuació, es presenten sistemes automàtics d'avaluació del glaucoma basats en xarxes neuronals convolucionals (CNN per les sigles en anglès). En aquest enfocament s'utilitzen diferents models entrenats en ImageNet com classificadors automàtics de glaucoma, usant fine-tuning. Aquesta nova tècnica permet detectar el glaucoma sense segmentació prèvia o extracció de característiques. A més, aquest enfocament presenta una millora considerable del rendiment comparat amb altres treballs de l'estat de l'art. En tercer lloc, donada la dificultat d'obtenir grans quantitats d'imatges etiquetades (glaucoma / no glaucoma), aquesta tesi també aborda el problema de la síntesi d'imatges de la retina. En concret es van analitzar dues arquitectures diferents per a la síntesi d'imatges, les arquitectures Variational Autoencoder (VAE) i la Generative adversarial Networks (GAN). Amb aquestes arquitectures es van generar imatges sintètiques que es van analitzar qualitativament i quantitativament, obtenint un rendiment similar a altres treballs a la literatura. Finalment, en aquesta tesi es planteja la utilització d'un tipus de GAN (DCGAN) com a alternativa als sistemes automàtics d'avaluació del glaucoma presentats anteriorment. Per assolir aquest objectiu es va implementar un algoritme d'aprenentatge semi-supervisat.
[EN] Fundus images are widely used by ophthalmologists to assess the retina and detect glaucoma, which is, according to studies from the World Health Organization (WHO), the second cause of blindness worldwide. In this thesis, machine learning algorithms for automatic glaucoma assessment using fundus images are studied. First, two methods for automatic segmentation are proposed. The first method uses the Stochastic Watershed transformation to segment the optic cup and measures clinical features such as the Cup/Disc ratio and ISNT rule. The second method is a U-Net architecture focused on the optic disc and optic cup segmentation task. Secondly, automated glaucoma assessment systems using convolutional neural networks (CNNs) are presented. In this approach, different ImageNet-trained models are fine-tuned and used as automatic glaucoma classifiers. These new techniques allow detecting glaucoma without previous segmentation or feature extraction. Moreover, it improves the performance of other state-of-art works. Thirdly, given the difficulty of getting large amounts of glaucoma-labelled images, this thesis addresses the problem of retinal image synthesis. Two different architectures for image synthesis, the Variational Autoencoder (VAE) and Generative Adversarial Networks (GAN) architectures, were analysed. Using these models, synthetic images that were qualitative and quantitative analysed, reporting state-of-the-art performance, were generated. Finally, an adversarial model is used to create an alternative automatic glaucoma assessment system. In this part, a semi-supervised learning algorithm was implemented to reach this goal.
The research derived from this doctoral thesis has been supported by the Generalitat Valenciana under the scholarship Santiago Grisolía [GRISOLIA/2015/027].
Díaz Pinto, AY. (2019). Machine Learning for Glaucoma Assessment using Fundus Images [Tesis doctoral no publicada]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/124351
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Bringe, Susan. "Self assessment an investigation of graduate students learning /." Menomonie, WI : University of Wisconsin--Stout, 2004. http://www.uwstout.edu/lib/thesis/2004/2004bringes.pdf.
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Willis, Jillian Ellen. "Towards learner autonomy : an assessment for learning approach." Thesis, Queensland University of Technology, 2011. https://eprints.qut.edu.au/45498/1/Jill_Willis_Thesis.pdf.
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Using Assessment for Learning (AfL) may develop learner autonomy however, very often AfL is reduced to a set of strategies that do not always achieve the desired outcome. This research adopted a different approach that examined AfL as a cultural practice, situated within influential social relationships that shape learner identity. The study addressed the question “What are the qualities of the teacher-student relationship that support student learning autonomy in an AfL context?” Three case studies of the interactions of Queensland middle school teachers and their classes of Year 7, 8 and 9 were developed over one year. Data were collected from field notes and video recordings of classroom interactions and individual and focus group interviews with teachers and students. The analysis began with a close look at the field data. Interpretations that emerged from a sociocultural theoretical understanding were helpful in informing the process of analysis. Themes and patterns of interrelationships were identified through thematic coding using a constant comparative approach. Validation was achieved through methodological triangulation. Four findings that inform an understanding of AfL and the development of learner autonomy emerged. Firstly, autonomy is theorised as a context-specific identity mediated through the teacher-student relationship. Secondly, it was observed that learners negotiated their identities as knowers through AfL practices in various tacit, explicit, group and individual ways in a ‘generative dance’ of knowing in action (Cook & Brown, 2005). Thirdly, teachers and learners negotiated their participation by drawing from identities in multiple communities of practice. Finally it is proposed that a new participative identity or narrative for assessment is needed. This study contributes to understandings about teacher AfL practices that can help build teacher assessment capacity. Importantly, autonomy is understood as an identity that is available to all learners. This study is also significant as it affirms the importance of teacher assessment to support learners in developing autonomy, a focus that challenges the singular assessment policy focus on measuring performance. Finally this study contributes to a sociocultural theoretical understanding of AfL.
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Mao, Jin Peck Kyle L. "The effects of assessment strategies and self-regulated learning (SRL) skills on college students' skill-based and cognitive learning outcomes and perceptions of assessment for learning." [University Park, Pa.] : Pennsylvania State University, 2008. http://etda.libraries.psu.edu/theses/approved/WorldWideIndex/ETD-2737/index.html.
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Workman, Barbara. "Assessment and facilitation in accreditation : experiental learning in undergraduate work based learning programme." Thesis, Middlesex University, 2007. http://eprints.mdx.ac.uk/2086/.
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This action research project explored the process of accreditation of prior experiential learning (APEL) within the Work Based Learning Programme at Middlesex University. Four action research cycles were completed, in which data was generated from one cycle to inform the next. The first cycle evaluated the APEL module from the undergraduate student’s perspective, while the second gathered the tacit knowledge of assessment, facilitation and accreditation from the perspective of the academic advisers. Using the findings from these cycles, criteria to assess the credit volume in APEL were devised and trialled with colleagues, and then integrated into the teaching and learning materials for the module. Qualitative and quantitative data were gathered from student questionnaires, interviews with academics and documents such as examples of student work. The students’ experiences of APEL supported previous anecdotes and findings from the literature, demonstrating largely positive experiences such as increased self-confidence and a beneficial impact upon their work and personal lives, with increased ability for reflective learning. Issues relating to difficulty with academic language and differing expectations regarding the outcome of credit awarded for APEL claims emerged as areas for development, and some changes to programme information were made. The interviews with academics captured extensive tacit knowledge, experience and facilitation practices and contributed to the development of learning and teaching materials to support APEL at both undergraduate and postgraduate levels. Guidance for academics and students to facilitate the development of APEL claims was written and incorporated into student resources and information packs for the Centre for Excellence in Work Based Learning. The project will inform the future use and application of APEL in both traditional and work based learning programmes.
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Watering, Gerard van de. "Assessment in constructivist learning environments studies about perceptions and assessment in a constructivist learning environment in relation to students' study outcomes /." Maastricht : Maastricht : Universitaire Pers Maastricht ; University Library, Universiteit Maastricht [host], 2006. http://arno.unimaas.nl/show.cgi?fid=5495.
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Di, Yuan. "Enhanced System Health Assessment using Adaptive Self-Learning Techniques." University of Cincinnati / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1522420412871182.
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Lebler, Don. "Getting smarter music : a role for reflection in self-directed music learning." Thesis, Queensland University of Technology, 2007. https://eprints.qut.edu.au/16482/1/Don_Lebler_Thesis.pdf.
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Conservatoires all over the world are re-examining their educational roles and practices in a changing cultural and economic context, including re-evaluating their function as sites of relevant learning. This dissertation by publication contributes to this re-examination by investigating understandings of assessment, evaluative reflection, the relationship between know-how and knowledge, autonomous learning, community of practice and the student experience of these pedagogies in one Queensland conservatorium.
The study is presented in the form of a synopsis and five publications, with additional data that will form the basis of further post-doctoral publication. It is focused on non-traditional pedagogical processes operating within a bachelor of popular music program, processes that have been intuited by the academic teacher who is also the author of this dissertation. What these processes have in common is the philosophical rejection of teacher-led pedagogy and an insistence upon, and scaffolding of, self-directed student action and reflection. The aim of the dissertation, in keeping with the rationale for a professional doctorate, is to subject this approach to systematic theoretical and empirical scrutiny, and thereby to further refine and strengthen the practices in terms of their capacity to engage young people in self-directed approaches to quality music making.
John Biggs's presage/process/product learning model (1999) provides a structure for this systematic evaluation of the pedagogical work. The study understands the learning characteristics that students bring to the program, combined with the structures and pedagogical approaches in place in the program, to be the key presage elements; the learning activities (including assessment as learning) that occur within the program are the key process elements; the key products are the learning outcomes for the students and the ongoing development of the program and pedagogical approaches informed by reflection on empirical data including data collected as part of this research.
The study demonstrates the significance of recognising and valuing presage and process elements that enable students to perform from the basis of their intuitive know how while being recorded, and then apply their knowledge-based critical reflection skills to an appraisal of their own work and the work of their peers while hearing the recording played back. While not displacing the teacher as mentor and critical friend, this moves responsibility for learning to the student as a self-monitoring, strategic decision-maker about the nature and quality of their learning products. The program requirement that students write meaningfully about the process appears to encourage the embracing of both conscious and unconscious ways of knowing and doing.
As a documentation of this type of teaching, the study presents an argument for a broader incorporation of student-led pedagogy into higher education in general and
conservatoria in particular. It concludes that aspects of education that enhance students' abilities to learn, including self- and peer assessment, self-directed learning, reflective practice, and both independent and collaborative work that incorporates program-wide learning, are likely to enhance integrated creative practice. This project has made it possible to disseminate a scholarly engagement with such processes through publication in academic and professional contexts.
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Lebler, Don. "Getting smarter music : a role for reflection in self-directed music learning." Queensland University of Technology, 2007. http://eprints.qut.edu.au/16482/.
Full textAbstract:
Conservatoires all over the world are re-examining their educational roles and practices in a changing cultural and economic context, including re-evaluating their function as sites of relevant learning. This dissertation by publication contributes to this re-examination by investigating understandings of assessment, evaluative reflection, the relationship between know-how and knowledge, autonomous learning, community of practice and the student experience of these pedagogies in one Queensland conservatorium.
The study is presented in the form of a synopsis and five publications, with additional data that will form the basis of further post-doctoral publication. It is focused on non-traditional pedagogical processes operating within a bachelor of popular music program, processes that have been intuited by the academic teacher who is also the author of this dissertation. What these processes have in common is the philosophical rejection of teacher-led pedagogy and an insistence upon, and scaffolding of, self-directed student action and reflection. The aim of the dissertation, in keeping with the rationale for a professional doctorate, is to subject this approach to systematic theoretical and empirical scrutiny, and thereby to further refine and strengthen the practices in terms of their capacity to engage young people in self-directed approaches to quality music making.
John Biggs's presage/process/product learning model (1999) provides a structure for this systematic evaluation of the pedagogical work. The study understands the learning characteristics that students bring to the program, combined with the structures and pedagogical approaches in place in the program, to be the key presage elements; the learning activities (including assessment as learning) that occur within the program are the key process elements; the key products are the learning outcomes for the students and the ongoing development of the program and pedagogical approaches informed by reflection on empirical data including data collected as part of this research.
The study demonstrates the significance of recognising and valuing presage and process elements that enable students to perform from the basis of their intuitive know how while being recorded, and then apply their knowledge-based critical reflection skills to an appraisal of their own work and the work of their peers while hearing the recording played back. While not displacing the teacher as mentor and critical friend, this moves responsibility for learning to the student as a self-monitoring, strategic decision-maker about the nature and quality of their learning products. The program requirement that students write meaningfully about the process appears to encourage the embracing of both conscious and unconscious ways of knowing and doing.
As a documentation of this type of teaching, the study presents an argument for a broader incorporation of student-led pedagogy into higher education in general and
conservatoria in particular. It concludes that aspects of education that enhance students' abilities to learn, including self- and peer assessment, self-directed learning, reflective practice, and both independent and collaborative work that incorporates program-wide learning, are likely to enhance integrated creative practice. This project has made it possible to disseminate a scholarly engagement with such processes through publication in academic and professional contexts.
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Vickerstaff, Rebecca. "Implementation of technology enhanced learning pedagogy and impact on employability and learning within engineering education frameworks." Thesis, University of Plymouth, 2015. http://hdl.handle.net/10026.1/3312.
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Engineering Education experiences turbulent changes, both from government pressures and from industry demands on readdressing the requirements of graduate capability. Despite vast amounts of engineering literature discussing ‘change’ within the field, engineering curricula still maintains its predominant pedagogic model of dissemination to students as it did in previous decades. Technology Enhanced Learning in education has created new and flexible options in the delivery and assessment of teaching and learning, but uptake is limited and approached with caution within Engineering Education. This mixed methods research introduces an inclusive and innovative approach to Engineering Education assessment techniques utilising an integrated blended learning strategy to the implementation of Technology Enhanced Learning within engineering curriculums. The research explores and assesses the effectiveness of Technology Enhanced Learning and educational pedagogies within Engineering Education frameworks to enhance and develop student learning, digital literacy and employability. Preliminary research positioned the research, utilising observation and interview techniques to baseline current pedagogic practices in undergraduate Engineering Education against current literature. An alternative method of video assessment was implemented and embedded following a two year cycle of action research within a cohort of two undergraduate engineering modules. A prototype ‘toolkit’ was created using Xerte Online Toolkits (XOT) to facilitate student learning and support for the assessment. Additional techniques inside the cycles gained further qualitative and quantitative data via a survey and focus groups. Student learning and assessment results showed significant improvement following the introduction of this approach and validated the transferability of this technique into other educational disciplines. An industry based survey validated chosen research methods and provided a comparison of viewpoints on key issues surrounding Engineering Education against existing stakeholders. The research introduces a new innovative approach to Engineering Education utilising Technology Enhanced Learning, validated through positive industry feedback and student academic achievement and satisfaction. Significant improvements on student employability and engineering ‘soft skills’ are evidenced.
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Sim, Grace. "Learning about biodiversity : investigating children’s learning at a museum, environment centre and a live animal show." Thesis, University College London (University of London), 2015. http://discovery.ucl.ac.uk/10021761/.
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School trips in environment centres, in museums and at live animal shows can cover the same curriculum objectives, relating to habitats and adaptations, at age-appropriate levels. However, each of these three settings has traditions and goals which influence the subtexts conveyed by educators, and therefore the messages pupils gather from learning experiences. This research investigated children’s experiences in these three different informal learning settings in London, UK. The aim was to identify and understand the learning that took place. The main evidence was collected with 180 year 4 pupil participants from local state primary schools. Their learning is visualised in a conceptual framework ‘SPEAK’ that represents learning in the domains of Skills, Place, Emotion, Attitudes and Knowledge (SPEAK). Analysis was based on an existing socioecological literacy framework. There is evidence that the environment exploration was the source of considerable motivation for children. Live animal shows led to children describing species, and subsequently recalling aspects of individual animals’ personalities. Natural history specimen collections developed skills of observation, identification, discovery and reading. A representation of the SPEAK domains is proposed as a tool for reflection for educators, to review the learning intentions of informal teaching experiences. A case study at the Royal Veterinary College shows how it has been used to understand learning, using iPads. A salience theory of informal learning is proposed through considering memorable and transformative aspects of informal learning, from a learning psychology perspective. Aspects of this theory are suggested as areas for future research.