This study applies cloud computing combining the theory of learning hierarchy to the digital learning assessment and remedial instruction, and explores the learning effectiveness on the learning model of self-learning...This study applies cloud computing combining the theory of learning hierarchy to the digital learning assessment and remedial instruction, and explores the learning effectiveness on the learning model of self-learning in Chinese idioms. In this study, 60 students in grades three to six of an Elementary School in Nantou County of Taiwan participated in the research experiments. The results of this study reveal that the learning on Chinese idioms through the cloud-based E-learning assessment and remedial tutoring system is superior to the traditional reading to learn. The learning achievements of the students learning Chinese idioms by the proposed system are significantly improved. Therefore, the cloud-based E-learning teaching materials, methods of assessment, and remedial instruction are worth to develop and research.展开更多
To enhance the prediction accuracy of landslides in in Longyan City,China,this study developed a methodology for geologic hazard susceptibility assessment based on a coupled model composed of a Geographic Information ...To enhance the prediction accuracy of landslides in in Longyan City,China,this study developed a methodology for geologic hazard susceptibility assessment based on a coupled model composed of a Geographic Information System(GIS)with integrated spatial data,a frequency ratio(FR)model,and a random forest(RF)model(also referred to as the coupled FR-RF model).The coupled FR-RF model was constructed based on the analysis of nine influential factors,including distance from roads,normalized difference vegetation index(NDVI),and slope.The performance of the coupled FR-RF model was assessed using metrics such as Receiver Operating Characteristic(ROC)and Precision-Recall(PR)curves,yielding Area Under the Curve(AUC)values of 0.93 and 0.95,which indicate high predictive accuracy and reliability for geological hazard forecasting.Based on the model predictions,five susceptibility levels were determined in the study area,providing crucial spatial information for geologic hazard prevention and control.The contributions of various influential factors to landslide susceptibility were determined using SHapley Additive exPlanations(SHAP)analysis and the Gini index,enhancing the model interpretability and transparency.Additionally,this study discussed the limitations of the coupled FR-RF model and the prospects for its improvement using new technologies.This study provides an innovative method and theoretical support for geologic hazard prediction and management,holding promising prospects for application.展开更多
Dear Sir,Iam Dr.Kavitha S,from the Department of Electronics and Communication Engineering,Nandha Engineering College,Erode,Tamil Nadu,India.I write to present the detection of glaucoma using extreme learning machine(...Dear Sir,Iam Dr.Kavitha S,from the Department of Electronics and Communication Engineering,Nandha Engineering College,Erode,Tamil Nadu,India.I write to present the detection of glaucoma using extreme learning machine(ELM)and fractal feature analysis.Glaucoma is the second most frequent cause of permanent blindness in industrial展开更多
Project-based learning （PBL） as an instructional approach focuses on student-centeredness through contextualizing learning by presenting students with real world issues and practices that aim at achieving enduring l...Project-based learning （PBL） as an instructional approach focuses on student-centeredness through contextualizing learning by presenting students with real world issues and practices that aim at achieving enduring learning effects. As a challenge to traditional lecture-based instruction, PBL may generate positive backwash assessment effects via documenting the process of developing authentic language skills. These skills-oriented outcomes are achieved through proper curricula in appropriate learning situations via various dimensions. However, problems may occur such as management, pressure from administration, evaluation doing their selected projects. teacher/student attitude, class size and proper group process and criteria, and students＇ likely frustrations in展开更多
Teacher-student collaborative assessment(TSCA)aims to address the challenges of responding to students’work in the Production-Oriented Approach:low efficiency and poor effectiveness.As part of a bigger project carrie...Teacher-student collaborative assessment(TSCA)aims to address the challenges of responding to students’work in the Production-Oriented Approach:low efficiency and poor effectiveness.As part of a bigger project carried out in a Chinese university over a period of three years,the present study explored how the teacher prepared and implemented TSCA in class,especially with a focus on how she determined the assessing objective and worked collaboratively with her students in class to achieve it,using the students’written and translated texts as examples.By adopting the dialectical research(DR)method,this paper collected qualitative data such as teaching plans,classroom recordings,and reflective journals of the teacher-researcher(the author),along with students’written drafts and translated texts.TSCA theory and classroom practice have been refined simultaneously by means of putting theory into practice and reflecting upon it.The optimized pre-class and in-class procedures may shed some light on applying TSCA to L2 classrooms.展开更多
Effective assessment is inseparable from good teaching and learning. Just as a good tutor would practice different techniques of teaching, an assessor would usually use different strategies of assessment. Moreover, th...Effective assessment is inseparable from good teaching and learning. Just as a good tutor would practice different techniques of teaching, an assessor would usually use different strategies of assessment. Moreover, the different activities of assessment, such as teaching, are additionally executed at various times during the semester, thus, we can know in which way the student is learning. An assessment strategy lays out a well thoroughly considered choice of assessment methods that are aligned with the aims and learning outcomes. Because align the assessment with a specific kind of learning outcome, the tutor needs to choose a suitable technique of assessment. This paper draws upon a case study of the first year architectural design at Pharos University as another way to deal with realizing ＂how to design your assessment plan＂. Throughout the form of criteria based assessment, assessment can help to review the students and instructors feeling and reactions. Finally, we can learn to assist towards enhancing student learning through assessment. So, we can attract the consideration regarding the advantages of reviewing current assessment practices, and of accepting different ways to deal with assessment methods, in this manner profiting together student and tutor.展开更多
Given the pressures and constraints of assessment of learning in today＇s environment consistent with accreditation requirements, this paper presents the utilization of a course embedded assessment. That is, instead o...Given the pressures and constraints of assessment of learning in today＇s environment consistent with accreditation requirements, this paper presents the utilization of a course embedded assessment. That is, instead of creating an extra assessment outside the normal activities of the course, this paper examines an assessment that is part of the course. Additionally, not only is the course embedded assessment part of the course, it measures 100% of assessments employed in the course, instead of only a sample of the assessments. This paper presents background information regarding the utilization of a course embedded assessment, including The Association to Advance Collegiate Schools of Business International [AACSB] requirements for fulfilling assessment of learning outcomes. Discussion of course embedded assessments takes place. The dialogue then illustrates an approach that can be used for the data organization and analysis stages of assessment. It is hoped that the use of such an approach may save instructors time and effort in their assessment endeavors, while providing a superior quality assessment encompassing the entire course instead of merely a sample. This occurs by transferring the objective nature of the assessments into a computerized format.展开更多
If one considers the number of language learners that are worldwide,the number of classroom-based language assessments(CBLAs)that are given each year,and the number of decisions that are made on the basis of these,it ...If one considers the number of language learners that are worldwide,the number of classroom-based language assessments(CBLAs)that are given each year,and the number of decisions that are made on the basis of these,it is obvious that in terms of sheer numbers,more students are affected by CBLAs per year than by those based on large-scale language assessments.Because of this,it is essential that classroom teachers have the knowledge,skills,and tools to enable them to develop and use CBLAs that they can justify to stakeholders,e.g.,students,parents,and school authorities.In this paper we describe the approach to CBLAs that we have developed.First,we discuss the role of assessment in teaching and learning,the kinds of decisions that classroom teachers need to make,and the different modes of CBLAs.We then describe the process of using CBLAs to help teachers make decisions that will have beneficial consequences.Next,we discuss fairness and accountability in assessment and the process of assessment justification,including an assessment use argument.Finally,we discuss the process of developing CBLAs,using an example of a classroom-based language assessment to illustrate this.展开更多
This empirical study intends to explore the questioning behaviors of an English as a second language(hereinafter referred to as ESL)teacher in Hong Kong by quantitatively looking at the distribution of the two types o...This empirical study intends to explore the questioning behaviors of an English as a second language(hereinafter referred to as ESL)teacher in Hong Kong by quantitatively looking at the distribution of the two types of questions,namely display questions and referential questions,as well as by qualitatively evaluating the universally accepted functions of the questions and the effectiveness of the modification techniques used to enhance the factual value of the questions.Data-based explorations challenging the traditional views toward questions are critically presented,and new findings are excavated and advocated.Pedagogical implications are considerably raised as they serve as a theoretical framework to be applied and further analyzed in future real-life EFL and ESL settings,so as to realize better assessment for learning.展开更多
Purpose:This article examines how 34 teachers self-assessed their work with the nine Assessment for Learning(AfL)strategies in teaching and their own suggestions for improvement as evidenced by the reflective statemen...Purpose:This article examines how 34 teachers self-assessed their work with the nine Assessment for Learning(AfL)strategies in teaching and their own suggestions for improvement as evidenced by the reflective statements given on reflection forms.Design/Approach/Methods:The sample was a group of 34 teachers from 10 primary schools and 10 kindergartens who have participated in the project.School Development Officers(SDOs)were assigned to conduct class observations in the schools,in which they recorded whether the teachers had used the AfL strategies in teaching.The SDOs would also share and discuss the comments with the teachers who had returned the self-reflection forms in which they wrote their feedback on the research questions.Findings:The findings show that teachers in kindergartens and teachers in primary schools might have different emphases on the nine AfL strategies in teaching.Their own suggested room for improvement in practicing AfL skills has provided insights for enhancing teaching effectiveness.Originality/Value:We propose that reflective practices can generate a"reflective spiral"of planning,acting,observing,and then reflecting.The study shows that reflective practitioners become professional experts who are able to assure thequality of teaching by self-enhancement and self-improvement.展开更多
The present study is set in the context of ongoing educational reform that advocates fostering self-regulated learners and using assessment to improve learning.Drawing on existent research on classroom assessment(CA)a...The present study is set in the context of ongoing educational reform that advocates fostering self-regulated learners and using assessment to improve learning.Drawing on existent research on classroom assessment(CA)and self-regulated learning(SRL),the authors have formulated a conceptual framework outlining the CA features that promote SRL among students.Guided by this framework,the 12 high school teachers’CA practice was scrutinized to find out to what extent their CA was pro-SRL.Based on interview data and classroom observation,gaps were found in Chinese high school teachers’CA.First,CA tasks are primarily low-level closed-end problems,with rare exceptions.Second,students are not allowed much autonomy in CA.Third,self-assessment practice is mostly self-grading.Fourth,peer-assessment is uncommon and mainly involves simply marking peers’work.Fifth,teacher feedback is focused on task and process levels;regulation-level feedback is less common.Sixth,despite teachers’encouragement,most students feel threatened by CA.展开更多
This work was aimed at assessing one of the examinations applied to the students enrolled in courses of Biochemistry and Molecular Biology at the School of Medicine, UNAM. We analyzed a f＇mal examination in this subj...This work was aimed at assessing one of the examinations applied to the students enrolled in courses of Biochemistry and Molecular Biology at the School of Medicine, UNAM. We analyzed a f＇mal examination in this subject. The test consisted of 80 multiple choice questions. The database was exported to Excel and then to the SPSS 16 statistical software for statistical analyses. The following techniques were used： （1） dificulty index （Pi）, （2） discrimination index （Di）, （3） discrimination coefficient （rpbis）, and （4） Cronbach＇s alpha. Those questions that complied with 3 of the 4 mentioned techniques were considered acceptable; of the 80 questions, only 25 were accepted corresponding to 31%. The topic with the largest number of accepted questions was Water and pH （75%）, and the topics without accepted questions were Bioenergetics and Hormones （0%）. It is recommended that the faculty members that elaborate multiple choice examinations must know the subject, and should have a formation in didactics and educational methodology.展开更多
文摘This study applies cloud computing combining the theory of learning hierarchy to the digital learning assessment and remedial instruction, and explores the learning effectiveness on the learning model of self-learning in Chinese idioms. In this study, 60 students in grades three to six of an Elementary School in Nantou County of Taiwan participated in the research experiments. The results of this study reveal that the learning on Chinese idioms through the cloud-based E-learning assessment and remedial tutoring system is superior to the traditional reading to learn. The learning achievements of the students learning Chinese idioms by the proposed system are significantly improved. Therefore, the cloud-based E-learning teaching materials, methods of assessment, and remedial instruction are worth to develop and research.
基金supported by the project of the China Geological Survey(DD20230591).
文摘To enhance the prediction accuracy of landslides in in Longyan City,China,this study developed a methodology for geologic hazard susceptibility assessment based on a coupled model composed of a Geographic Information System(GIS)with integrated spatial data,a frequency ratio(FR)model,and a random forest(RF)model(also referred to as the coupled FR-RF model).The coupled FR-RF model was constructed based on the analysis of nine influential factors,including distance from roads,normalized difference vegetation index(NDVI),and slope.The performance of the coupled FR-RF model was assessed using metrics such as Receiver Operating Characteristic(ROC)and Precision-Recall(PR)curves,yielding Area Under the Curve(AUC)values of 0.93 and 0.95,which indicate high predictive accuracy and reliability for geological hazard forecasting.Based on the model predictions,five susceptibility levels were determined in the study area,providing crucial spatial information for geologic hazard prevention and control.The contributions of various influential factors to landslide susceptibility were determined using SHapley Additive exPlanations(SHAP)analysis and the Gini index,enhancing the model interpretability and transparency.Additionally,this study discussed the limitations of the coupled FR-RF model and the prospects for its improvement using new technologies.This study provides an innovative method and theoretical support for geologic hazard prediction and management,holding promising prospects for application.
文摘Dear Sir,Iam Dr.Kavitha S,from the Department of Electronics and Communication Engineering,Nandha Engineering College,Erode,Tamil Nadu,India.I write to present the detection of glaucoma using extreme learning machine(ELM)and fractal feature analysis.Glaucoma is the second most frequent cause of permanent blindness in industrial
文摘Project-based learning （PBL） as an instructional approach focuses on student-centeredness through contextualizing learning by presenting students with real world issues and practices that aim at achieving enduring learning effects. As a challenge to traditional lecture-based instruction, PBL may generate positive backwash assessment effects via documenting the process of developing authentic language skills. These skills-oriented outcomes are achieved through proper curricula in appropriate learning situations via various dimensions. However, problems may occur such as management, pressure from administration, evaluation doing their selected projects. teacher/student attitude, class size and proper group process and criteria, and students＇ likely frustrations in
文摘Teacher-student collaborative assessment(TSCA)aims to address the challenges of responding to students’work in the Production-Oriented Approach:low efficiency and poor effectiveness.As part of a bigger project carried out in a Chinese university over a period of three years,the present study explored how the teacher prepared and implemented TSCA in class,especially with a focus on how she determined the assessing objective and worked collaboratively with her students in class to achieve it,using the students’written and translated texts as examples.By adopting the dialectical research(DR)method,this paper collected qualitative data such as teaching plans,classroom recordings,and reflective journals of the teacher-researcher(the author),along with students’written drafts and translated texts.TSCA theory and classroom practice have been refined simultaneously by means of putting theory into practice and reflecting upon it.The optimized pre-class and in-class procedures may shed some light on applying TSCA to L2 classrooms.
文摘Effective assessment is inseparable from good teaching and learning. Just as a good tutor would practice different techniques of teaching, an assessor would usually use different strategies of assessment. Moreover, the different activities of assessment, such as teaching, are additionally executed at various times during the semester, thus, we can know in which way the student is learning. An assessment strategy lays out a well thoroughly considered choice of assessment methods that are aligned with the aims and learning outcomes. Because align the assessment with a specific kind of learning outcome, the tutor needs to choose a suitable technique of assessment. This paper draws upon a case study of the first year architectural design at Pharos University as another way to deal with realizing ＂how to design your assessment plan＂. Throughout the form of criteria based assessment, assessment can help to review the students and instructors feeling and reactions. Finally, we can learn to assist towards enhancing student learning through assessment. So, we can attract the consideration regarding the advantages of reviewing current assessment practices, and of accepting different ways to deal with assessment methods, in this manner profiting together student and tutor.
文摘Given the pressures and constraints of assessment of learning in today＇s environment consistent with accreditation requirements, this paper presents the utilization of a course embedded assessment. That is, instead of creating an extra assessment outside the normal activities of the course, this paper examines an assessment that is part of the course. Additionally, not only is the course embedded assessment part of the course, it measures 100% of assessments employed in the course, instead of only a sample of the assessments. This paper presents background information regarding the utilization of a course embedded assessment, including The Association to Advance Collegiate Schools of Business International [AACSB] requirements for fulfilling assessment of learning outcomes. Discussion of course embedded assessments takes place. The dialogue then illustrates an approach that can be used for the data organization and analysis stages of assessment. It is hoped that the use of such an approach may save instructors time and effort in their assessment endeavors, while providing a superior quality assessment encompassing the entire course instead of merely a sample. This occurs by transferring the objective nature of the assessments into a computerized format.
文摘If one considers the number of language learners that are worldwide,the number of classroom-based language assessments(CBLAs)that are given each year,and the number of decisions that are made on the basis of these,it is obvious that in terms of sheer numbers,more students are affected by CBLAs per year than by those based on large-scale language assessments.Because of this,it is essential that classroom teachers have the knowledge,skills,and tools to enable them to develop and use CBLAs that they can justify to stakeholders,e.g.,students,parents,and school authorities.In this paper we describe the approach to CBLAs that we have developed.First,we discuss the role of assessment in teaching and learning,the kinds of decisions that classroom teachers need to make,and the different modes of CBLAs.We then describe the process of using CBLAs to help teachers make decisions that will have beneficial consequences.Next,we discuss fairness and accountability in assessment and the process of assessment justification,including an assessment use argument.Finally,we discuss the process of developing CBLAs,using an example of a classroom-based language assessment to illustrate this.
文摘This empirical study intends to explore the questioning behaviors of an English as a second language(hereinafter referred to as ESL)teacher in Hong Kong by quantitatively looking at the distribution of the two types of questions,namely display questions and referential questions,as well as by qualitatively evaluating the universally accepted functions of the questions and the effectiveness of the modification techniques used to enhance the factual value of the questions.Data-based explorations challenging the traditional views toward questions are critically presented,and new findings are excavated and advocated.Pedagogical implications are considerably raised as they serve as a theoretical framework to be applied and further analyzed in future real-life EFL and ESL settings,so as to realize better assessment for learning.
文摘Purpose:This article examines how 34 teachers self-assessed their work with the nine Assessment for Learning(AfL)strategies in teaching and their own suggestions for improvement as evidenced by the reflective statements given on reflection forms.Design/Approach/Methods:The sample was a group of 34 teachers from 10 primary schools and 10 kindergartens who have participated in the project.School Development Officers(SDOs)were assigned to conduct class observations in the schools,in which they recorded whether the teachers had used the AfL strategies in teaching.The SDOs would also share and discuss the comments with the teachers who had returned the self-reflection forms in which they wrote their feedback on the research questions.Findings:The findings show that teachers in kindergartens and teachers in primary schools might have different emphases on the nine AfL strategies in teaching.Their own suggested room for improvement in practicing AfL skills has provided insights for enhancing teaching effectiveness.Originality/Value:We propose that reflective practices can generate a"reflective spiral"of planning,acting,observing,and then reflecting.The study shows that reflective practitioners become professional experts who are able to assure thequality of teaching by self-enhancement and self-improvement.
文摘The present study is set in the context of ongoing educational reform that advocates fostering self-regulated learners and using assessment to improve learning.Drawing on existent research on classroom assessment(CA)and self-regulated learning(SRL),the authors have formulated a conceptual framework outlining the CA features that promote SRL among students.Guided by this framework,the 12 high school teachers’CA practice was scrutinized to find out to what extent their CA was pro-SRL.Based on interview data and classroom observation,gaps were found in Chinese high school teachers’CA.First,CA tasks are primarily low-level closed-end problems,with rare exceptions.Second,students are not allowed much autonomy in CA.Third,self-assessment practice is mostly self-grading.Fourth,peer-assessment is uncommon and mainly involves simply marking peers’work.Fifth,teacher feedback is focused on task and process levels;regulation-level feedback is less common.Sixth,despite teachers’encouragement,most students feel threatened by CA.
文摘This work was aimed at assessing one of the examinations applied to the students enrolled in courses of Biochemistry and Molecular Biology at the School of Medicine, UNAM. We analyzed a f＇mal examination in this subject. The test consisted of 80 multiple choice questions. The database was exported to Excel and then to the SPSS 16 statistical software for statistical analyses. The following techniques were used： （1） dificulty index （Pi）, （2） discrimination index （Di）, （3） discrimination coefficient （rpbis）, and （4） Cronbach＇s alpha. Those questions that complied with 3 of the 4 mentioned techniques were considered acceptable; of the 80 questions, only 25 were accepted corresponding to 31%. The topic with the largest number of accepted questions was Water and pH （75%）, and the topics without accepted questions were Bioenergetics and Hormones （0%）. It is recommended that the faculty members that elaborate multiple choice examinations must know the subject, and should have a formation in didactics and educational methodology.
