Relevant bibliographies by topics / Practical Evaluation of the Learning

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Practical Evaluation of the Learning'

Author: Grafiati
Published: 4 June 2021
Last updated: 17 February 2022

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Journal articles on the topic "Practical Evaluation of the Learning"

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Sartorius, R. H. "Learning and Teaching others Practical Evaluation Skills: Learning Practical Evaluation "on the Job"." American Journal of Evaluation 10, no. 2 (1989): 48–54. http://dx.doi.org/10.1177/109821408901000207.

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SESHIMO, Kazuki, Akira OTA, Daichi NISHIO, and Satoshi YAMANE. "Practical Evaluation of Online Heterogeneous Machine Learning." IEICE Transactions on Information and Systems E103.D, no. 12 (2020): 2620–31. http://dx.doi.org/10.1587/transinf.2020edp7020.

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Sartorius, Rolf H. "Learning and teaching others practical evaluation skills." Evaluation Practice 10, no. 2 (1989): 48–54. http://dx.doi.org/10.1016/s0886-1633(89)80053-4.

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Hasu, Mervi, Laura Honkaniemi, Eveliina Saari, Tuuli Mattelmäki, and Leena Koponen. "Learning employee-driven innovating." Journal of Workplace Learning 26, no. 5 (2014): 310–30. http://dx.doi.org/10.1108/jwl-10-2013-0079.

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Purpose – The purpose of this paper is to introduce a workshop process to enhance the learning of employee-driven innovating (LEDI) and to evaluate in multiple ways the practical effects of the LEDI process, which aimed to enhance the employee-driven innovation practices at workplace level in a public organisation. Although front-line employees are increasingly encouraged to participate in innovation, organisations lack multi-level knowledge on the practices, outcomes and effects of participation. Design/methodology/approach – A six-month development process (LEDI) was conducted to empower front-line hospital support service workers to learn to innovate and to apply this in the services they provide. The process consisted of different themes: future visions, current services, creating new services and evaluations of ideas and innovation embryos. The multi-method evaluation of the process included pre-evaluation of the generated innovation ideas, a developmental evaluation of the selected innovation embryos, a follow-up evaluation of the innovation ideas and an evaluation of the organisational level effect via a quantitative survey. Findings – The intervention process had positive effects on employee participation and learning to innovate. The conclusion of the four evaluations is that the LEDI process developed a new kind of agency among employees and enabled significant improvements to services. The evaluation of the organisation-level effect revealed that the process had also improved the views regarding preconditions for development. Originality/value – The intervention method is a practical application of employee-driven innovation conception that is validated as practical and effective at workplace level. The process is a viable method for enhancing workers’ innovation-related learning in service organisations. The novelty of the method is based on the multi-disciplinary combination of approaches that consist of theories of practice-based innovation, expansive learning and emphatic human-centred service design.
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Hammad, Issam, and Kamal El-Sankary. "Practical Considerations for Accuracy Evaluation in Sensor-Based Machine Learning and Deep Learning." Sensors 19, no. 16 (2019): 3491. http://dx.doi.org/10.3390/s19163491.

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Accuracy evaluation in machine learning is based on the split of data into a training set and a test set. This critical step is applied to develop machine learning models including models based on sensor data. For sensor-based problems, comparing the accuracy of machine learning models using the train/test split provides only a baseline comparison in ideal situations. Such comparisons won’t consider practical production problems that can impact the inference accuracy such as the sensors’ thermal noise, performance with lower inference quantization, and tolerance to sensor failure. Therefore, this paper proposes a set of practical tests that can be applied when comparing the accuracy of machine learning models for sensor-based problems. First, the impact of the sensors’ thermal noise on the models’ inference accuracy was simulated. Machine learning algorithms have different levels of error resilience to thermal noise, as will be presented. Second, the models’ accuracy using lower inference quantization was compared. Lowering inference quantization leads to lowering the analog-to-digital converter (ADC) resolution which is cost-effective in embedded designs. Moreover, in custom designs, analog-to-digital converters’ (ADCs) effective number of bits (ENOB) is usually lower than the ideal number of bits due to various design factors. Therefore, it is practical to compare models’ accuracy using lower inference quantization. Third, the models’ accuracy tolerance to sensor failure was evaluated and compared. For this study, University of California Irvine (UCI) ‘Daily and Sports Activities’ dataset was used to present these practical tests and their impact on model selection.
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Gandole, Y. B. "Development And Evaluation Of Computer-Based Laboratory Practical Learning Tool." i-manager's Journal of Educational Technology 2, no. 4 (2006): 73–79. http://dx.doi.org/10.26634/jet.2.4.777.

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Kaplowitz, Lee J., and Eric M. Joseph. "A Practical Approach for Learning Rhinoplasty Surgery." International Journal of Head and Neck Surgery 7, no. 1 (2016): 33–46. http://dx.doi.org/10.5005/jp-journals-10001-1262.

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ABSTRACT Rhinoplasty surgery is a procedure well suited for otolaryngology residents to incorporate in their training and subsequent practices of medicine. We detail a practical approach for learning rhinoplasty which may commence during residency. The resident learns to conduct a proper consultation, preoperative evaluation, surgical procedure, and follow-up care for the prospective rhinoplasty patient. The history of rhinoplasty, and modern rhinoplasty techniques is discussed, and suggestions are made for residents to successfully incorporate learning rhinoplasty surgery during their otolaryngology training. How to cite this article Kaplowitz LJ, Joseph EM. A Practical Approach for Learning Rhinoplasty Surgery. Int J Head Neck Surg 2016;7(1):33-46.
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Aydın, Mustafa, Mehmet Tuğrul Yılmaz, and Muzaffer Şeker. "Evaluation of the relationship between spatial abilities and anatomy learning." Anatomy 14, no. 2 (2020): 139–44. http://dx.doi.org/10.2399/ana.20.769500.

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Objectives: The aim of this study was to examine the relationship between the spatial abilities of medical school students and their learning in anatomy. Methods: The spatial abilities of the 120 students (74 females, 46 males) were examined using Mental Rotation Test (MRT). The relationship between the mental rotation scores and the mean scores of their practical and theoretical anatomy examinations was determined in terms of gender. Results: The study revealed that mental rotation skills of female participants were lower than males; however, there was no significant difference in their exam (theoretical and practical anatomy examinations) scores in terms of gender. The spatial ability of the students had a low level significant effect on their anatomy scores, regarding practical applications. Conclusion: The results of the study revealed a significant relationship between students’ spatial ability and their success in practical anatomy examinations. This suggests that improving spatial ability skills may have a significant contribution to practical anatomy learning and may be considered as a part of anatomy education.
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Sharma, Kopal, Pushpawati Jain, Shipra Jain, and Chandrabhan Chandrabhan. "Evaluation of Computer-assisted Learning Module for Undergraduate Pharmacology Practical Classes." Journal of Mahatma Gandhi University of Medical Sciences and Technology 2, no. 2 (2017): 61–64. http://dx.doi.org/10.5005/jp-journals-10057-0036.

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Caley, Lynne, Sharon J. Williams, Izabela Spernaes, David Thomas, Doris Behrens, and Alan Willson. "Frameworks for evaluating education programmes and work related learning: a scoping review." Journal of Workplace Learning 33, no. 6 (2021): 486–501. http://dx.doi.org/10.1108/jwl-09-2020-0157.

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Purpose It has become accepted practice to include an evaluation alongside learning programmes that take place at work, as a means of judging their effectiveness. There is a tendency to focus such evaluations on the relevance of the intervention and the amount of learning achieved by the individual. The aim of this review is to examine existing evaluation frameworks that have been used to evaluate education interventions and, in particular, assess how these have been used and the outcomes of such activity. Design/methodology/approach A scoping review using Arskey and O’Malley’s five stage framework was undertaken to examine existing evaluation frameworks claiming to evaluate education interventions. Findings Forty five articles were included in the review. A majority of papers concentrate on learner satisfaction and/or learning achieved. Rarely is a structured framework mentioned, or detail of the approach to analysis cited. Typically, evaluations lacked baseline data, control groups, longitudinal observations and contextual awareness. Practical implications This review has implications for those involved in designing and evaluating work-related education programmes, as it identifies areas where evaluations need to be strengthened and recommends how existing frameworks can be combined to improve how evaluations are conducted. Originality/value This scoping review is novel in its assessment and critique of evaluation frameworks employed to evaluate work-related education programmes.
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Dissertations / Theses on the topic "Practical Evaluation of the Learning"

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Holmgren, Mattias. "Multi-Master Database Replication and e-Learning – Theoretical and Practical Evaluation." Thesis, KTH, Skolan för informations- och kommunikationsteknik (ICT), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-180271.

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Detta examensarbete har undersökt möjligheterna att kombinera multi-master databasreplikeringstekniker tillsammans med en LEMP-stack på små servrar för att öka tillgängligheten av e-Learning tjänster i avlägsna områden i Tanzania. Målet var att utvärdera kombinationen av Symmetric DS för databas synkronisering och kollitionsdetektering och resolution med e-Learning systemet Moodle. Detta gjordes genom att en litteraturstudie genomfördes och uppföjdes av implementation och konfiguration på plats i Tanzania. Slutsatsen var att de för projektet utvalda teknologierna, mjukvaran och hårdvaran var konfigurerbar i teorin men ohållbart kostsam att implementera i praktiken.<br>This research has investigated the possibility to combine multi-master database replication technologies together with a LEMP-stack on tiny servers to increase the availability of e-Learning services in remote areas in Tanzania. The aim was to evaluate the combination of Symmetric DS for multi master database replication and conflict detection and resolution with the e-learning system Moodle. This was done by conducting a literature study of relevant technologies followed by implementation and configuration at the location. The conclusion was that the technologies, software and hardware chosen for the project were configurable in theory but not viable to implement and maintain in practice.
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Machell, James P. "Integration of Evaluation Processes into e-learning Environments: Developing the learning of Practical Science with the Bradford Robotic Telescope." Thesis, University of Bradford, 2017. http://hdl.handle.net/10454/17401.

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This thesis presents a novel framework for the collection and evaluation of data around e-learning. It shows how e-learning can play a positive role in empowering teachers in reflective practice through accessible statistical methods, as part of an evidence-based approach. Within this new framework data generated by pupils’ actions in three levels of pedagogical activity: declarative content based, functional tools based and social functional are aligned with three levels of evaluation: satisfaction, learning and behavioural changes. The framework is evaluated using the e-learning system for the Bradford Robotic Telescope. Analysis and assessment of the data by using the tools and concepts of statistics are performed. The first group of 78 clusters, mean size of 25.6 pupils, are examined to determine the effect of contextual factors. Pupils responded consistently to the same learning design across a range of contexts. National indicators for social/economic, academic achievement and group size are examined for bias. Suitable measurements for interpretation by simple Gaussian distributions are identified: satisfaction through the frequency of use with a probability of P>0.05, learning through formative assessment (P>0.3) and behavioural changes through engagement with higher order activities (P>0.2). The second group of 168 clusters, mean cluster size 25.9, demonstrates a meaningful effect size for a change in approach within the e-learning system in the areas of satisfaction, learning and behavioural changes with a probability of P<0.01.
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Lindsay, David George. "Machine learning techniques for probability forecasting and their practical evaluations." Thesis, Royal Holloway, University of London, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.445274.

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Hollandsworth, Randall Jackson. "The Theoretical and Practical Considerations for Effective Design, Development,and Evaluation of an Asynchronous Review Module on Interpersonal Communications." Diss., Virginia Tech, 2005. http://hdl.handle.net/10919/27372.

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This research evaluates the theoretical and practical capabilities for design, development, and evaluation for a computer-based learning module for interpersonal communications. A Type One developmental study provides an asynchronous review module for a professional leadership training provider to follow up instructor-led training. The module consists of elearning review modules and animated simulations to practice the scenario-based skill practice. The literature review identifies that using online technologies as an instructional strategy offers specific advantages for summative learning strategies. In addition, studies find computer-based role-playing strategies can enhance the learning of interpersonal skills. The use of computer-based, asynchronous strategies build from the findings of four relevant studies: Weller and Blaireâ sâ (1977) use of computer-assisted judging and feedback; Schroederâ s (1986) use of videodisc technology to effectively teach interpersonal skills; Kass, Burke, Blevis, and Williamsonâ s (1993) Guided Social Simulation Model; and Holsbrink-Engelâ s (1997) use of computer-based role plays. One key finding from the various studies suggests that transfer of learning and skill application are dependent on post-instructional maintenance following the initial learning event. This review investigates the elements of learning interpersonal communications, the application of asynchronous strategies to achieve this learning, and effective post-instructional strategies that support comprehension and skill transfer.<br>Ph. D.
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Stodter, Anna. "Understanding coaches' learning : process, practice and impact." Thesis, Loughborough University, 2014. https://dspace.lboro.ac.uk/2134/16047.

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Although it seems clear that coaches become effective practitioners through idiosyncratic combinations of learning experiences (Werthner & Trudel, 2009), little is known about how and why this occurs and impacts on coaching knowledge and practice (Cushion et al., 2010). This research sought to understand the processes and impact of coaches learning in the context of UK youth football coaching, specifically centring on a formal education course. The research process utilised a pragmatic and integrated perspective, influenced by impact evaluation frameworks (e.g. Coldwell & Simkins, 2011). A group of 25 coaches were investigated at different points over a period of a year and a half, using a mixture of semi-structured interviews, systematic observations, video-based stimulated recall interviews and course observations, to build up increasingly in-depth levels of data. Using the principles of grounded theory methodology (Strauss & Corbin, 1998) as well as mixed analyses of variance (ANOVA), changes in the knowledge use and practice behaviours of course candidates, and equivalent coaches not undertaking formal education, were compared. The course had subtle impacts on coaches knowledge conceptions in interaction with wider knowledge sources, yet impact on practice was generally demonstrated only in the areas of questioning content and individually directed coaching interventions. Mismatches between the espoused theory of the course and what the candidates actually perceived, as well as a lack of individualised support to overcome disjuncture (Jarvis, 2006) created barriers to learning, preventing integration of theoretical conceptions into altered coaching practice. A substantive grounded theory was generated to explain the underpinning double-loop cognitive filter and reflective feedback processes involved in coaches learning. The model demonstrated that practitioners learning, guided by existing biography and driven by a practical focus on what works , was heavily influenced by context. Meaningful learning connected knowledge with implementation in practice through reflection. These processes help explain uneven learning across individuals; addressing for the first time questions of what works , how , 'why', and for whom in coach learning (McCullick et al., 2009). Thus the results generate an understanding of coaches learning which can be practically relevant in fostering better opportunities to enhance the development of capable and creative coaches.
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Murphy, Brian. "Computer supported collaborative learning through reflection on practice." Thesis, Oxford Brookes University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.364879.

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Coldwell, Michael. "Professional learning and professional careers : theory, evaluation and practice." Thesis, Sheffield Hallam University, 2018. http://shura.shu.ac.uk/21924/.

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This thesis uses a set of theoretically informed approaches to understand aspects of the professional careers, development and practices of teachers, addressing three questions in particular. Firstly, how can models, and other theorisations, help illuminate the influence of professional development and practice on a range of outcomes? Secondly, how can focussing on the situated nature of professional practice and initiatives improve understanding of professional learning and practices? Thirdly what new empirical research evidence can the approaches described in the first two research questions produce in relation to professional learning and wider professional practice? It does so via a set of eight papers published over eleven years, drawing on seven mainly mixed methods studies conducted over a six year period. In relation to the first research question, the papers use realist understandings of the social world to build a set of path and level models of professional development alongside critiques of these and other models. Additionally, they provide theoretical constructs to support understanding of professional practice, in particular boundary theory and career constructs. In relation to the second, the papers develop a set of features of context which are missing from earlier accounts, indicating that the context for programmes and change processes can be: dynamic, rather than static; agentic, acting causally not just as a backdrop; relational, operating at different points and in concert with or against other contextual factors; historically located; complex and systemic. Finally, relating to the third question, the papers cover a wide range of studies; however, all focus on the relationship between outcomes and change processes in situ, and in particular the various relationships between the programme or change process; individual teachers or leaders; the organisations within which they work; and wider political and other contexts. The findings link to and illuminate aspects of these relationships.
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Kaipa, Ramesh. "Evaluation of principles of motor learning in speech and non-speech-motor learning tasks." Thesis, University of Canterbury. Communication Disorders, 2013. http://hdl.handle.net/10092/10349.

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Principles of motor learning (PMLs) refer to a set of concepts which are considered to facilitate the process of motor learning. PMLs can be broadly grouped into principles based on (1) the structure of practice/treatment, and (2) the nature of feedback provided during practice/treatment. Application of PMLs is most evident in studies involving non-speech- motor tasks (e.g., limb movement). However, only a few studies have investigated the application of PMLs in speech-motor tasks. Previous studies relating to speech-motor function have highlighted two primary limitations: (1) Failure to consider whether various PMLs contribute equally to learning in both non-speech and speech-motor tasks, (2) Failure to consider whether PMLs can be effective in a clinical cohort in comparison to a healthy group. The present research was designed to shed light on whether selected PMLs can indeed facilitate learning in both non-speech and speech-motor tasks and also to examine their efficacy in a clinical group with Parkinson’s disease (PD) in comparison to a healthy group. Eighty healthy subjects with no history of sensory, cognitive, or neurological abnormalities, ranging 40-80 years of age, and 16 patients with PD, ranging 58-78 years of age, were recruited as participants for the current study. Four practice conditions and one feedback condition were considered in the training of a speech-motor task and a non-speech- motor task. The four practice conditions were (1) constant practice, (2) variable practice, (3) blocked practice, and (4) random practice. The feedback was a combination of low-frequency, knowledge of results, knowledge of performance, and delayed feedback conditions, and was paired with each of the four practice conditions. The participants in the clinical and non-clinical groups were required to practise a speech and a non-speech-motor learning task. Each participant was randomly and equally assigned to one of the four practice groups. The speech-motor task involved production of a meaningless and temporally modified phrase, and the non-speech-motor task involved practising a 12-note musical sequence using a portable piano keyboard. Each participant was seen on three consecutive days: the first two days served as the acquisition phase and the third day was the retention phase. During the acquisition phase, the participants practised 50 trials of the speech phrase and another 50 trials of the musical tune each day, and each session lasted for 60-90 min. Performance on the speech and non-speech tasks was preceded by an orthographic model of the target phrase/musical sequence displayed on a computer monitor along with an auditory model. The participants were instructed to match their performance to the target phrase/musical sequence exactly. Feedback on performance was provided after every 10th trial. The nature of practice differed among the four practice groups. The participants returned on the third day for the retention phase and produced 10 trials of the target phrase and another 10 trials of the musical sequence. Feedback was not provided during or after the retention trials. These final trials were recorded for later acoustic analyses. The analyses focused on spatial and temporal parameters of the speech and non-speech tasks. Spatial analysis involved evaluating the production accuracy of target phrase/tune by calculating the percentage of phonemes/keystrokes correct (PPC/PKC). The temporal analysis involved calculating the temporal synchrony of the participant productions (speech phrase & tune) during the retention trials with the target phrase and tune, respectively, through the phi correlation. The PPC/PKC and phi correlation values were subjected to a series of mixed model ANOVAs. In the healthy subjects, the results of the spatial learning revealed that the participants learned the speech task better than the non-speech (keyboard) task. In terms of temporal learning, there was no difference in learning between the speech and non-speech tasks. On an overall note, the participants performed better on the spatial domain, rather than on the temporal domain, indicating a spatial-temporal trade-off. Across spatial as well as temporal learning, participants in the constant practice condition learned the speech and non-speech tasks better than participants in the other practice conditions. Another interesting finding was that there was an age effect, with the younger participants demonstrating superior spatial and temporal learning to that of the older participants, except for temporal learning on the keyboard task for which there was no difference. In contrast, the PD group showed no significant differences on spatial or temporal learning between any of the four practice conditions. Furthermore, although the PD patients had poorer performances than the healthy subjects on both the speech and keyboard tasks, they showed very similar pattern of learning across all four practice conditions to that of the healthy subjects. The findings in the current study tend to have potential applications in speech-language therapy, and are as follows: (1) a constant practice regime could be beneficial in developing speech therapy protocols to treat motor-based communication disorders (e.g., dysarthria), (2) speech therapists need to exercise caution in designing speech therapy goals incorporating similar PMLs for younger and older adults, as the application of similar PMLs in younger and older adults may bring about different learning outcomes, (3) and finally, it could be beneficial for patients to practise speech tasks which would require them to focus either on the spatial or temporal aspect, rather than focussing on both the aspects simultaneously.
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Sylaidis, Peter. "Multi media applications in medical education : evaluation of an interactive CD-ROM on practical skin wound management for medical undergraduate learning /." Title page, contents and summary only, 1999. http://web4.library.adelaide.edu.au/theses/09MS/09mss984.pdf.

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Fukuda, Erin. "Classroom Practices and Student Progress: Relations Between Classroom Practices and Indicators of Student Learning in Reading." Thesis, University of Oregon, 2016. http://hdl.handle.net/1794/20426.

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The state of Oregon, like many states, requires its districts’ teacher evaluation systems to include measures of student learning as well as a measure of teachers’ professional practice. State guidelines require use of state test data in assessed grades as one of the measures, but allow districts flexibility in which additional assessments to use and which source of information to prioritize when evaluating teachers. This study used existing data from one school district to compare students’ performance on a state reading and literature assessment to their performance on reading curriculum-based measures, and the degree to which measures of teaching practices relates to both types of student outcomes. Results are interpreted with consideration of how the district implements their measure of teaching practice. Results from this study may help inform decisions the district will face as they continue to refine their teacher evaluation system in accordance with state guidelines, while elucidating challenges that such systems pose.
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Books on the topic "Practical Evaluation of the Learning"

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Falchikov, Nancy. Assessment of practical work. Scottish Central Institutions Committee for Educational Development, 1990.

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Bersin, Josh. The training measurement book: Best practices, proven methodologies, and practical approaches. Jossey-Bass, 2008.

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Johnson, Jennifer. Special education and the new curriculum: A practical approach to classroom learning. Educational Services Committee, OSSTF, 1999.

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Glasson, Toni. Improving student achievement: A practical guide to assessment for learning. Curriculum Corporation, 2009.

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Shaw, Lori E. Student learning outcomes and law school assessment: A practical guide to measuring institutional effectiveness. Carolina Academic Press, 2015.

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Smith, F. Darren. Evaluating learning systems: A review of current practices. Ministry of the Solicitor General, 1992.

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Rose, Tobey Cheryl, ed. Mathematics formative assessment: 75 practical strategies for linking assessment, instruction, and learning. Corwin Press, 2011.

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Aarts, S. Prior learning assessment implementation: Standards, policies, practices. Fanshawe College, 1994.

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1976-, Gardner Megan Moore, and Hickmott Jessica 1985-, eds. Demonstrating student success: A practical guide to outcomes-based assessment of learning and development in student affairs. Stylus Pub., 2009.

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Support, Education Training and, ed. A policy for learning: A practical guide to writing or evaluating your teaching and learning policy. Education Training and Support, 2003.

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Book chapters on the topic "Practical Evaluation of the Learning"

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Singh, Jacqueline H. "Front-End Evaluation Planning for e-Learning: A Practical Approach." In Leading and Managing e-Learning. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-61780-0_20.

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Majima, Yukie, Yumiko Nakamura, Yasuko Maekawa, et al. "Evaluation of Continuous Practice by Mobile Learning in Nursing Practical Training." In Human-Computer Interaction. Towards Mobile and Intelligent Interaction Environments. Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-21616-9_10.

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Borgelt, Christian, and Rudolf Kruse. "Some experimental results on learning probabilistic and possibilistic networks with different evaluation measures." In Qualitative and Quantitative Practical Reasoning. Springer Berlin Heidelberg, 1997. http://dx.doi.org/10.1007/bfb0035613.

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Cao, Chris R., and Kris M. Y. Law. "Stage 2—Facilitating and Evaluating PAL." In Project Action Learning (PAL) Guidebook: Practical Learning in Organizations. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-23997-8_10.

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Watson, David, Janice West, and Jo Campling. "Evaluation of Practice: Learning for the Future." In Social Work Process and Practice: Approaches, Knowledge and Skills. Macmillan Education UK, 2006. http://dx.doi.org/10.1007/978-0-230-62816-8_9.

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Levett-Jones, Tracy, Helen Courtney-Pratt, and Natalie Govind. "Implementation and Evaluation of the Post-Practicum Oral Clinical Reasoning Exam." In Professional and Practice-based Learning. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-05560-8_3.

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Tabares, Valentina, Néstor Duque, and Demetrio A. Ovalle. "Multi-agent System for Expert Evaluation of Learning Objects from Repository." In Highlights of Practical Applications of Agents, Multi-Agent Systems, and Sustainability - The PAAMS Collection. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-19033-4_27.

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Eronen, Oskari. "Organising Artisans for Peace: CMI on a Learning Curve." In Complexity Thinking for Peacebuilding Practice and Evaluation. Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-60111-7_6.

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Ochoa, Xavier, and Erik Duval. "Towards Automatic Evaluation of Learning Object Metadata Quality." In Advances in Conceptual Modeling - Theory and Practice. Springer Berlin Heidelberg, 2006. http://dx.doi.org/10.1007/11908883_44.

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Ferrandiz, Sylvain, and Marc Boullé. "Supervised Evaluation of Dataset Partitions: Advantages and Practice." In Machine Learning and Data Mining in Pattern Recognition. Springer Berlin Heidelberg, 2005. http://dx.doi.org/10.1007/11510888_59.

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Conference papers on the topic "Practical Evaluation of the Learning"

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Esteras, Cristina, Belén Picó, María José Díez, et al. "EVALUATION OF THE OUTCOME APPLICATION AND PRACTICAL THINKING IN LIFE SCIENCES." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.1384.

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Mittenecker, Georg, and Georg Schweizer. "THE LIVE-CLASSROOM LEARNING ENVIRONMENT – PROTOTYPE AND PRACTICAL EVALUATION RESULTS." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.2252.

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Sáez Pizarro, Beatriz, Aida Flores Aguilar, Mar Caja López, et al. "PERCEPTION AND IMPACT ON LEARNING QUANTITATIVE ANALYSIS OF THE OBJECTIVE STRUCTURED PRACTICAL EVALUATION (OSPE) METHODOLOGY IN LABORATORY PRACTICES." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.1385.

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Venant, Remi, Philippe Vidal, and Julien Broisin. "Evaluation of Learner Performance During Practical Activities: An Experimentation in Computer Education." In 2016 IEEE 16th International Conference on Advanced Learning Technologies (ICALT). IEEE, 2016. http://dx.doi.org/10.1109/icalt.2016.60.

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Lau, Jey Han, and Timothy Baldwin. "An Empirical Evaluation of doc2vec with Practical Insights into Document Embedding Generation." In Proceedings of the 1st Workshop on Representation Learning for NLP. Association for Computational Linguistics, 2016. http://dx.doi.org/10.18653/v1/w16-1609.

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Kétyi, András. "Practical evaluation of a mobile language learning tool in higher education." In EUROCALL 2015. Research-publishing.net, 2015. http://dx.doi.org/10.14705/rpnet.2015.000350.

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Jie, Huang, Pei Liang, Wei-min Shen, and YE Youxiang. "Study on process evaluation model of students' learning in practical course." In 14th Conference on Education and Training in Optics and Photonics, ETOP 2017, edited by Xu Liu and Xi-Cheng Zhang. SPIE, 2017. http://dx.doi.org/10.1117/12.2269992.

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Ahmadova, Gulnara. "THE IMPACT OF CLASSROOM RESPONSE SYSTEM ON PEER EVALUATION." In Proceedings of the XXIX International Scientific and Practical Conference. RS Global Sp. z O.O., 2021. http://dx.doi.org/10.31435/rsglobal_conf/25052021/7565.

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Peer evaluation being an active type of learning develops learners’ interactivity, speaking, listening, critical thinking abilities. Unlike the passive learning, in active learning students are more engaged in the evaluation process of presentation made by their peers, which significantly encourages student participation. Applying Classroom Response System students gain the ability to instantly respond and react, since this activity requires continuous attention. Promoting student-instructor interaction this technique leads to the involvement of students to class discussion simultaneously providing information about efficacy of the comprehension of the new topic. A significant point to be taken into consideration is the individual approach to every student.
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Crawford, Elise, Frank Bogna, Aldo Raineri, and Ryan L. Kift. "Next generation technology for learning practical skills online." In ASCILITE 2020: ASCILITE’s First Virtual Conference. University of New England, Armidale, 2020. http://dx.doi.org/10.14742/ascilite2020.0135.

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This paper presents a rationale and research approach for a pilot study that examines next generation solutions for enhancing online learning of practical skills required of Occupational Health and Safety (OHS) university students. The study explores instructional technology that has been designed through a constructivist lens. Open source interactive capability and immersive experiences are created using static and 360-degree panoramic photography to encourage greater engagement with the learning resources and to enhance practical skill development at distance. This design research pilot is founded on pedagogy before technology principles and follows the pedagogical model of the cognitive apprenticeship. Survey data, and learning analytics from the University Learning Management System will be interrogated to appraise the education outcomes using the Kirkpatrick Training Evaluation Framework. Expected benefits include improved engagement with learning resources, improved overall OHS skill development, and greater accessibility to workplaces without personal concerns for health and safety.
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Haag, Jens, Christian Witte, Stefan Karsch, Harald Vranken, and Marko van Eekelen. "Evaluation of students' learning behaviour and success in a practical computer networking course." In 2013 Second International Conference on e-Learning and e-Technologies in Education (ICEEE). IEEE, 2013. http://dx.doi.org/10.1109/icelete.2013.6644374.

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Reports on the topic "Practical Evaluation of the Learning"

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Brinkerhoff, Derick W., Sarah Frazer, and Lisa McGregor-Mirghani. Adapting to Learn and Learning to Adapt: Practical Insights from International Development Projects. RTI Press, 2018. http://dx.doi.org/10.3768/rtipress.2018.pb.0015.1801.

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Adaptive programming and management principles focused on learning, experimentation, and evidence-based decision making are gaining traction with donor agencies and implementing partners in international development. Adaptation calls for using learning to inform adjustments during project implementation. This requires information gathering methods that promote reflection, learning, and adaption, beyond reporting on pre-specified data. A focus on adaptation changes traditional thinking about program cycle. It both erases the boundaries between design, implementation, and evaluation and reframes thinking to consider the complexity of development problems and nonlinear change pathways.Supportive management structures and processes are crucial for fostering adaptive management. Implementers and donors are experimenting with how procurement, contracting, work planning, and reporting can be modified to foster adaptive programming. Well-designed monitoring, evaluation, and learning systems can go beyond meeting accountability and reporting requirements to produce data and learning for evidence-based decision making and adaptive management. It is important to continue experimenting and learning to integrate adaptive programming and management into the operational policies and practices of donor agencies, country partners, and implementers. We need to devote ongoing effort to build the evidence base for the contributions of adaptive management to achieving international development results.
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Pratt-Williams, Jaunelle, and Tom Corcoran. Changing Classroom Practice: The Evaluation of the School Network Learning Project in Jordan. Consortium for Policy Research in Education, 2015. http://dx.doi.org/10.12698/cpre.2015.jordan.

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Hayes, Anne M., Eileen Dombrowski, Allison H. Shefcyk, and Jennae Bult. Learning Disabilities Screening and Evaluation Guide for Low- and Middle-Income Countries. RTI Press, 2018. http://dx.doi.org/10.3768/rtipress.2018.op.0052.1804.

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Learning disabilities are among the most common disabilities experienced in childhood and adulthood. Although identifying learning disabilities in a school setting is a complex process, it is particularly challenging in low- and middle-income countries that lack the appropriate resources, tools, and supports. This guide provides an introduction to learning disabilities and describes the processes and practices that are necessary for the identification process. It also describes a phased approach that countries can use to assess their current screening and evaluation services, as well as determine the steps needed to develop, strengthen, and build systems that support students with learning disabilities. This guide also provides intervention recommendations that teachers and school administrators can implement at each phase of system development. Although this guide primarily addresses learning disabilities, the practices, processes, and systems described may be also used to improve the identification of other disabilities commonly encountered in schools.
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Kocherlakota, Narayana. Practical Policy Evaluation. National Bureau of Economic Research, 2018. http://dx.doi.org/10.3386/w24643.

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Isbell, Charles L. Explorations of the Practical Issues of Learning Prediction-Control Tasks Using Temporal Difference Learning Methods. Defense Technical Information Center, 1992. http://dx.doi.org/10.21236/ada270836.

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Sowa, Patience, Rachel Jordan, Wendi Ralaingita, and Benjamin Piper. Higher Grounds: Practical Guidelines for Forging Learning Pathways in Upper Primary Education. RTI Press, 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0069.2105.

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To address chronically low primary school completion rates and the disconnect between learners’ skills at the end of primary school and the skills learners need to thrive in secondary school identified in many low- and middle-income countries, more investment is needed to improve the quality of teaching and learning in upper primary grades. Accordingly, we provide guidelines for improving five components of upper primary education: (1) In-service teacher professional development and pre-service preparation to improve and enhance teacher quality; (2) a focus on mathematics, literacy, and core content-area subjects; (3) assessment for learning; (4) high-quality teaching and learning materials; and (5) positive school climates. We provide foundational guiding principles and recommendations for intervention design and implementation for each component. Additionally, we discuss and propose how to structure and design pre-service teacher preparation and in-service teacher training and ongoing support, fortified by materials design and assessment, to help teachers determine where learners are in developmental progressions, move learners towards mastery, and differentiate and support learners who have fallen behind. We provide additional suggestions for integrating a whole-school climate curriculum, social-emotional learning, and school-related gender-based violence prevention strategies to address the internal and societal changes learners often face as they enter upper primary.
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Henrick, Erin, Steven McGee, Lucia Dettori, et al. Research-Practice Partnership Strategies to Conduct and Use Research to Inform Practice. The Learning Partnership, 2021. http://dx.doi.org/10.51420/conf.2021.3.

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This study examines the collaborative processes the Chicago Alliance for Equity in Computer Science (CAFÉCS) uses to conduct and use research. The CAFÉCS RPP is a partnership between Chicago Public Schools (CPS), Loyola University Chicago, The Learning Partnership, DePaul University, and University of Illinois at Chicago. Data used in this analysis comes from three years of evaluation data, and includes an analysis of team documents, meeting observations, and interviews with 25 members of the CAFÉCS RPP team. The analysis examines how three problems are being investigated by the partnership: 1) student failure rate in an introductory computer science course, 2) teachers’ limited use of discussion techniques in an introductory computer science class, and 3) computer science teacher retention. Results from the analysis indicate that the RPP engages in a formalized problem-solving cycle. The problem-solving cycle includes the following steps: First, the Office of Computer Science (OCS) identifies a problem. Next, the CAFÉCS team brainstorms and prioritizes hypotheses to test. Next, data analysis clarifies the problem and the research findings are shared and interpreted by the entire team. Finally, the findings are used to inform OCS improvement strategies and next steps for the CAFÉCS research agenda. There are slight variations in the problem-solving cycle, depending on the stage of understanding of the problem, which has implications for the mode of research (e.g hypothesis testing, research and design, continuous improvement, or evaluation).
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Cothren, Courtney, Kirsty Buchanan, and Monica McMurry. Assessing the Internship Experience: Practical Application of Knowledge to Support Program Learning Outcomes. Iowa State University, Digital Repository, 2013. http://dx.doi.org/10.31274/itaa_proceedings-180814-755.

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Mayer, John H. Explanation-Based Knowledge Acquisition of Schemas in Practical Electronics: A Machine Learning Approach. Defense Technical Information Center, 1990. http://dx.doi.org/10.21236/ada229122.

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Gordijn, Femke, Natalia Eernstman, Jan Helder, and Herman Brouwer. Reflection methods : practical guide for trainers and facilitators : Tools to make learning more meaningful. Wageningen Centre for Development Innovation, 2018. http://dx.doi.org/10.18174/439461.

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