An Innovative Approach for Assisting Teachers in Improving Instructional Strategies via Analyzing Historical Assessment Data of Students

2015 ◽  
Vol 13 (4) ◽  
pp. 40-61 ◽  
Author(s):  
Li-Chen Cheng ◽  
Hui-Chun Chu ◽  
Bang-Min Shiue
Keyword(s):  
Instructional Strategies ◽  
Assessment System ◽  
Innovative Approach ◽  
Learning Problems ◽  
Learning Assessment ◽  
Test Results ◽  
Design Strategies ◽  
Assessment Data ◽  
Web Based ◽  
Concept Model

Identifying learning problems of students has been recognized as an important issue for assisting teachers in improving their instructional skills or learning design strategies. The accumulated assessment data provide an excellent resource for achieving this objective. However, most of conventional testing systems only record students' test results, which are not helpful to teachers in realizing students' learning problems without further assistance. To cope with this problem, in this study, an innovative approach that combines a student concept model and the change mining mechanism is proposed to analyze the learning problems of students from their historical assessment data. The teachers received the analysis results and then used those suggestions to improve their instructional strategies. To evaluate the performance of the proposed approach, a web-based learning assessment system has been developed and an experiment has been conducted on an “Introduction to Computers” course in a university. The experimental results showed that, those analysis results provided by the innovative approach were helpful to the teachers in providing appropriate instructional assistance and remedial learning materials for improving the learning achievements of the students.

scholarly journals An AI Framework to Teach English as a Foreign Language: CSIEC

AI Magazine ◽  
2009 ◽  
Vol 30 (2) ◽  
pp. 59 ◽  
Author(s):  
Jiyou Jia
Keyword(s):  
Foreign Language ◽  
Educational Communication ◽  
Assessment System ◽  
System Structure ◽  
Learning Assessment ◽  
Dialogue System ◽  
Learning Abilities ◽  
Web Based ◽  
English Classes ◽  
English Instruction

CSIEC (Computer Simulation in Educational Communication), is not only an intelligent web-based human-computer dialogue system with natural language for English instruction, but also a learning assessment system for learners and teachers. Its multiple functions—including grammar-based gap filling exercises, scenario show, free chatting and chatting on a given topic—can satisfy the various requirements for students with different backgrounds and learning abilities. After a brief explanation of the conception of our dialogue system, as well as a survey of related works, we will illustrate the system structure, and describe its pedagogical functions with the underlying AI techniques in detail such as NLP and rule-based reasoning. We will summarize the free Internet usage within a six month period and its integration into English classes in universities and middle schools. The evaluation findings about the class integration show that the chatting function has been improved and frequently utilized by the users, and the application of the CSIEC system on English instruction can motivate the learners to practice English and enhance their learning process. Finally, we will conclude with potential improvements.

A Closer Look at Standardized Tests

1982 ◽  
Vol 29 (7) ◽  
pp. 50-54
Author(s):  
Donald J. Freeman ◽  
Therese M. Kuhs ◽  
Lucy B. Knappen ◽  
Andrew C. Porter
Keyword(s):  
Student Achievement ◽  
Instructional Strategies ◽  
Standardized Tests ◽  
Standardized Test ◽  
Learning Problems ◽  
Test Results ◽  
Individual Level ◽  
Teacher's Knowledge ◽  
Standardized Test Results

It is commonly argued that teachers should use scores from standardized tests to facilitate instruction. Specifically, teachers are encouraged to use standardized test results to evaluate student achievement on both a group and individual level, to identify students with learning problems, and to assess the effectiveness of instructional strategies that have been used. The use of standardized tests for any of these functions, however, must be tempered by the teacher's knowledge of the extent to which the content of the test parallels the content of instruction.

scholarly journals THE STUDY AND PRACTICE OF WEB-BASED LEARNING ASSESSMENT IN OPEN AND DISTANCE EDUCATION

2008 ◽  
Vol 3 (1) ◽  
pp. 27-43
Author(s):  
Yang Xiaotang ◽  
Rehati Nuersan
Keyword(s):  
Distance Education ◽  
Assessment System ◽  
Learning Assessment ◽  
The Internet ◽  
Ministry Of Education ◽  
Web Based ◽  
Education Assessment ◽  
Web Based Learning ◽  
Radio And Television University ◽  
The Web

Learning assessment is defined as assessment and evaluation of the learners' learning activities, process and outcomes. In recent years, as the Internet access is increasingly available, a majority of distance education providers in China have succeeded in delivering programs and support services through modern communications technology, in particular, the Internet. However, as far as the education assessment mode is concerned, the conventional paper-pencil test or endof-course assessment is still overwhelmingly employed for measuring learning outcomes. Therefore, the exploration of web-based learning assessment mode is not only the practical need for conducting open distance instruction and assessment reform at China Central Radio and Television University (CRTVUS), but also has become a hot research topic in the whole sphere of distance education. Under this circumstance, the Examination Center in CCRTVU began to show research interests in exploring web-based assessment mode. As a consequence, in 2005, the Center applied for and launched research project "Practice and research on web-based learning assessment in open and distance education", which is approved by Ministry of Education as a key project program of 2005. This article reports the important research contents of the project. This article first describes the core achievements of the project-namely, design and implementation of the web-based assessment system, principles in creating assessment scheme for the mode, and the mechanism. Then it moves on to report feedback from the pilot population about the application of the web-based learning assessment mode in the two semesters of year 2005. The article ends with the discussion of innovations the research has made.

Web-Based Peer and Self-Assessment System Design and Development for Elementary School Students

2018 ◽  
Vol 3 (1) ◽  
Author(s):  
Mehmet EMIN KORTAK
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Primary Schools ◽  
Peer Assessment ◽  
Assessment System ◽  
Assessment Process ◽  
School Students ◽  
Self Assessment ◽  
Web Based ◽  
User Friendly

This research aimed at designing and improving the web-based integrated peer and self- assessment. WesPASS (web-based peer-assessment system), developed in this research, allows students to assess their own or their peers’ performance and project assignments and to report about the result of these assessments so that they correct their assignments. This study employed design-based research. The participants included 102 fourth grade primary school students and their 4 teachers from 2 state and 2 private primary schools in Ankara, Kecioren (Turkey) who employed the system and were engaged in a questionnaire survey to assess its quality. The findings were analyzed through quantitative data analysis. The findings revealed that the system can be used by elementary school students for peer and self-assessment system. The participants stated that WesPASS is simple and user-friendly, and it accelerates the assessment process by employing information technology and allows to share opinions 

scholarly journals Patient and provider perceptions of a novel cognitive functioning report for patients with systemic lupus erythematosus: a qualitative study

2021 ◽  
Vol 8 (1) ◽  
pp. e000476
Author(s):  
Laura Plantinga ◽  
Ann Vandenberg ◽  
Felicia Goldstein ◽  
Brian Jones ◽  
Jeremy Johnson ◽  
...  
Keyword(s):  
Lupus Erythematosus ◽  
Cognitive Assessment ◽  
Exploratory Study ◽  
Cognitive Test ◽  
Test Results ◽  
Assessment Data ◽  
Provider Perceptions ◽  
Potential Barriers ◽  
Cognitive Information ◽  
Multiple Domains

ObjectiveTo determine whether and how cognitive assessment data should be included in a report for patients with SLE and their providers.MethodsLeveraging experiences from prior studies, we created a cognitive report that included a hypothetical patient’s results on tests of multiple domains based on the NIH Toolbox Fluid Cognition Battery. In focus groups that comprised patients with SLE (two groups) and their providers (two groups), feedback was sought on the presentation of results as well as the potential value of the report in the clinical setting.ResultsFeedback regarding the presentation of the report was generally positive. Both patients with SLE and their providers liked its simple graphics and use of a colour-gradated scale to indicate performance. However, both groups stressed the importance of using non-stigmatising language in describing results. Several potential purposes of the report, including distinguishing cognitive versus other issues, explaining cognitive challenges, improving patient–provider interactions, guiding decision-making, improving functioning or preventing impairment and tracking cognitive function over time, were noted by the participants. Potential barriers, such as inadequate clinical staffing or time and lack of potential treatments for identified issues, were also discussed.ConclusionIn this exploratory study, we found that both patients with SLE and their providers were receptive to the idea of a patient-friendly report of cognitive test results. This study provides important information to guide future pragmatic research to optimise the delivery of cognitive information to patients with SLE.

scholarly journals Development of a Web-Based Query Tool for Quality Assurance of Clinical Molecular Genetic Test Results

2007 ◽  
Vol 9 (1) ◽  
pp. 95-98 ◽  
Author(s):  
Matthew J. McGinniss ◽  
Rebecca Chen ◽  
Victoria M. Pratt ◽  
Arlene Buller ◽  
Franklin Quan ◽  
...  
Keyword(s):  
Quality Assurance ◽  
Genetic Test ◽  
Molecular Genetic ◽  
Test Results ◽  
Web Based ◽  
Genetic Test Results ◽  
Query Tool ◽  
Molecular Genetic Test

Implementasi Metode Unsupervised Learning Pada Sistem Keamanan Dengan Optimalisasi Penyimpanan Kamera IP

2021 ◽  
Vol 5 (6) ◽  
pp. 1099-1105
Author(s):  
Desta Yolanda ◽  
Mohammad Hafiz Hersyah ◽  
Eno Marozi
Keyword(s):  
Unsupervised Learning ◽  
Night Vision ◽  
Raspberry Pi ◽  
Monitoring Systems ◽  
Test Results ◽  
Storage Process ◽  
File Size ◽  
Web Based ◽  
Security Monitoring ◽  
Human Faces

Security monitoring systems using face recognition can be applied to CCTV or IP cameras. This is intended to improve the security system and make it easier for users to track criminals is theft. The experiment was carried out by detecting human faces for 24 hours using different cameras, namely an HD camera that was active during the day and a Night Vision camera that was active at night. The application of Unsupervised Learning method with the concept of an image cluster, aims to distinguish the faces of known or unknown people according to the dataset built in the Raspberry Pi 4. The user interface media of this system is a web-based application built with Python Flask and Python MySQL. This application can be accessed using the domain provided by the IP Forwarding device which can be accessed anywhere. According to the test results on optimization of storage, the system is able to save files only when a face is detected with an average file size of ± 2.28 MB for 1x24 hours of streaming. So that this storage process becomes more efficient and economical compared to the storage process for CCTV or IP cameras in general.

New Assessment Practices in Mathematics

1996 ◽  
Vol 178 (1) ◽  
pp. 61-71 ◽  
Author(s):  
Linda Schulman
Keyword(s):  
Learning Outcomes ◽  
Performance Standards ◽  
Assessment System ◽  
Assessment Process ◽  
Assessment Practices ◽  
National Council ◽  
Assessment Data ◽  
Mathematical Ideas ◽  
Mathematics Classrooms ◽  
Assessment Tasks

Assessment practices need to change in mathematics classrooms that adopt the curriculum standards recommended by the National Council of Teachers of Mathematics (NCTM). An assessment system that focuses on broad learning outcomes, uses tasks that are aligned with instructional practices, involves students actively in the process, and informs teachers' instructional and curricular decisions is recommended. Such an assessment process requires teachers to identify important mathematical ideas, along with performance standards that describe what students must do to demonstrate that those ideas have been learned. Open-ended questions, observations, interviews, pre- and post-assessments, self- and peer-assessments are strategies that can be used to gather evidence of students learning. Documentation strategies are needed to help teachers organize and manage assessment data. NCTM has provided six standards for assessment that teachers can use as guidelines to help them evaluate the appropriateness of assessment tasks.

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