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As global issues such as climate change, economic growth, social equality and the wealth gap are widely discussed, education for sustainable development (ESD) allows every human…
Abstract
Purpose
As global issues such as climate change, economic growth, social equality and the wealth gap are widely discussed, education for sustainable development (ESD) allows every human being to acquire the knowledge, skills, attitudes and values necessary to shape a sustainable future. It also requires participatory teaching and learning methods that motivate and empower learners to change their behavior and take action for sustainable development. Teachers have begun rating pupils based on peer assessment for open evaluation. Peer assessment enables students to transition from passive to active feedback recipients. The assessors improve critical thinking and encourage introspection, resulting in more significant recommendations. However, the quality of peer assessment is variable, resulting in reviewers not recognizing the remarks of other reviewers, therefore the benefits of peer assessment cannot be fulfilled. In the past, researchers frequently employed post-event questionnaires to examine the effects of peer assessment on learning effectiveness, which did not accurately reflect the quality of peer assessment in real time.
Design/methodology/approach
This study employs a multi-label model and develops a self-feedback system in order to use the AIOLPA system in the classroom to enhance students' learning efficacy and the validity of peer assessment.
Findings
The research findings indicate that the better peer assessment through the rapid feedback system, for the evaluator, encourages more self-reflection and attempts to provide more ideas, so bringing the peer rating closer to the instructor rating and assisting the evaluator. Improve self-evaluation and critical thinking for the evaluator, peers make suggestions and comments to help improve the work and support the growth of students' learning effectiveness, which can lead to more suggestions and an increase in the work’s quality.
Originality/value
ESD consequently promotes competencies like critical thinking, imagining future scenarios and making decisions in a collaborative way. This study builds an online peer assessment system with a self-feedback mechanism capable of classifying peer comments, comparing them with scores in a consistent manner and providing prompt feedback to critics.
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Simon Ofori Ametepey, Clinton Ohis Aigbavboa and Wellington Didibhuku Thwala
This section describes sustainable development (SD) in relation to infrastructure projects and explains how to evaluate SD. SD is assessed as context-dependent, considering the…
Abstract
This section describes sustainable development (SD) in relation to infrastructure projects and explains how to evaluate SD. SD is assessed as context-dependent, considering the project’s economic, social, and ecological context. Sustainable road infrastructure projects (SRIP) should encapsulate the complete life cycle from idea to development, functionality, and maintenance. SD should be considered as part of the evaluation process prior to project execution, but it can also serve other functions. Sustainability evaluation must start with project appraisal or evaluation and the earliest stages of project decision-making. Sustainable infrastructure projects (SIPs) are evaluated using a variety of techniques and models, such as cost-benefit analysis (CBA), multi-criteria techniques, ecological and societal impact assessments, ranking techniques, models, and evaluation guidelines. Established SD structures and modelling techniques for infrastructure projects are presented from an SD perspective, with the primary objective of investigating how they operate and determining whether existing models provide an effective method for applying the SD idea into infrastructure development. CBA is a widely used strategy for evaluating alternatives to maximize sociocultural well-being. It is based on the likelihood of costing customer advantages and negative impacts and has been discussed in scholarly articles. The multi-criteria decision analysis (MCDA) approach is an acceptable methodology for addressing complex matters involving high risk, conflicting objectives, different types of information and data, different concerns and points of view, and the representation of complex and evolving biological, ecological, and financial frameworks. It combines many methodologies and offers various advantages over more conventional ways of decision-making and plan development. It should be used to increase community participation and empower partner organizations and should apply several criteria at the same time, including those that are difficult to adjust and quantify. The key difficulty with this strategy is the usage of weightings, which has been sharply criticized by several researchers. Life-cycle assessment (LCA) is an adaptive tool used to assess the ecological effects of a particular action, task, or procedure. It is applied globally to decision-making in numerous fields, including transportation, energy, and water, and has become a typical tool for determining the ecological performance of infrastructure projects. However, it has a few flaws and could benefit from improvements to assess SD with greater precision. It is a fragmented mechanism for assessing the three components of SD, but its incorporation into other evaluation approaches is desirable. The evaluation of societal implications has been conducted using a variety of methods and techniques, but there is currently no standard method for assessing the communal and appropriation consequences of infrastructure initiatives. Social life-cycle assessments (SLCAs) are advancing, but consensus remains a challenge. The Evaluation Partnership and the Centre for European Policy Studies identified several obstacles and challenges to implementing an outstanding societal assessment, such as the term ‘societal impacts’ being potentially overbroad and not adequately defined, and the lack of a suitable method for quantitatively evaluating sociological effects. Additionally, a large section of societal assessments is biased and frequently inconsequential. The chapter discussed the theoretical and methodological stances on sustainable road infrastructure, using current SID concepts and evaluation techniques thoroughly.
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Margaret Terry Orr and Liz Hollingworth
This paper explores the school leadership career outcomes, timing and educator evaluation of those who complete the Massachusetts Performance Assessment for Leaders (PAL) in…
Abstract
Purpose
This paper explores the school leadership career outcomes, timing and educator evaluation of those who complete the Massachusetts Performance Assessment for Leaders (PAL) in comparison with others who did not. It also compares outcomes for those with different PAL score completion requirements.
Design/methodology/approach
Using PAL assessment results and state employment data for years 2015 through 2019, the authors examined trends and timing in PAL completers' career advancement into an initial school leader position (assistant principal or principal), by assessment cohort (based on assessment year and passing (cut) score requirements) and with who never had to complete the assessment for licensure (non-PAL completers). Using regression analysis, the authors evaluated potential race/ethnicity and gender differences in advancement. Using chi-square tests of association, the authors compared non-PAL and PAL completers on their demographic attributes and on retention and promotion from assistant principal and on their educator evaluation scores. The authors also examined differences in advancement based on the cut score requirements and preparation pathways.
Findings
PAL completers made steady career advances over time and at faster rates than non-PAL completers. Further, PAL completers subject to higher cut score requirements advanced more quickly than those with lower or no score requirements. PAL completers' gender and race/ethnicity seemed to matter less in career advancement than was found in other studies. In 2019, almost half who advanced were employed in the same districts as they had been in 2014 and were more likely to be new leaders in urban districts. When compared with other career-related measures, PAL completers outperformed non-PAL completers who first became school leaders since 2014: they were more likely to be rated as exemplary on educator evaluation and more likely to be retained or promoted after two years in their first school leader position.
Originality/value
Until now little research has existed on the career effects of licensure assessments. Because it requires candidates to demonstrate proficiency in core areas of school leadership work, the PAL assessment appears to be a superior means of screening initial school leaders (based on rate of hiring) and of signaling future performance (based on subsequent educator evaluation ratings) than other assessment forms (such as the School Leader Licensure Assessment [SLLA] exam).
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Lonneke H. Schellekens, Marieke F. van der Schaaf, Cees P.M. van der Vleuten, Frans J. Prins, Saskia Wools and Harold G.J. Bok
This study aims to report the design, development and evaluation of a digital quality assurance application aimed at improving and ensuring the quality of assessment programmes in…
Abstract
Purpose
This study aims to report the design, development and evaluation of a digital quality assurance application aimed at improving and ensuring the quality of assessment programmes in higher education.
Design/methodology/approach
The application was developed using a design-based research (DBR) methodology. The application’s design was informed by a literature search and needs assessment of quality assurance stakeholders to ensure compliance with daily practices and accreditation requirements. Stakeholders from three study programmes evaluated the application.
Findings
As part of the development of the application, module- and programme-level dashboards were created to provide an overview of the programme’s outcomes, assessment methods, assessment metrics, self-evaluated quality indicators and assessment documents. The application was evaluated by stakeholders at the module and programme levels. Overall, the results indicated that the dashboards aided them in gaining insight into the assessment programme and its alignment with underlying assessments.
Practical implications
Visualisation of the assessment programme’s structure and content identifies gaps and opportunities for improvement, which can be used to initiate a dialogue and further actions to improve assessment quality.
Originality/value
The application developed facilitates a cyclical and transparent assessment quality assurance procedure that is continuously available to various stakeholders in quality assurance.
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Belén Pagone, Paula Cecilia Primogerio and Sol Dias Lourenco
The purpose of this paper is to describe this new evaluation experience with portfolio in economics, not only from the teacher’s point of view but from the student perspective…
Abstract
Purpose
The purpose of this paper is to describe this new evaluation experience with portfolio in economics, not only from the teacher’s point of view but from the student perspective, and all the learning from its implementation; to provide ideas of evaluation practices in virtual and face-to-face modality in international business education; to motivate the rethinking of assessment practices in higher education to combine the best of each modality in the future.
Design/methodology/approach
The present work is a case study based on a qualitative description of the implementation of a portfolio as an assessment practice, supported by a reflection questionnaire with students’ perceptions and some elements of metacognition. The first section summarizes the literature used as a theoretical framework of this work. The second section describes the portfolio implementation by analyzing teachers and students reflections with a qualitative approach. The third section presents the findings. The fourth section is a discussion of findings, practical implications, limitations and future research directions. Finally, the conclusions of the work are shared.
Findings
Because the portfolio has had overwhelming results to assess what students have learned during the pandemic, it has become the learning and assessment tool after the pandemic, as it transforms the classes experience by shifting the focus from traditional examinations to more comprehensive, personalized and reflective ones. It also empowers students to take ownership of their learning, develop essential skills and cultivate a deeper understanding. Among other benefits, the portfolio means the creation of a safe and supportive environment for honest reflection, the development and design of strategic directions to improve learning and lead students toward metacognitive autonomy. Reflection pieces, a critical component of the portfolio, are a vital tool in the proactive learning process, as through reflection students learn to examine their own performance and discuss strategies to enhance their success in future work.
Research limitations/implications
This work began as an educational experience per se, not for research purposes, which caused it to be systematized and reconstructed in a descriptive way, not to measure quantitative results. In this way, the present work describes that the portfolio helps to achieve better results on students’ learning than traditional examinations but, as another limitation, it does not measure them nor the process. One more limitation of this work is that it was written in a postpandemic context but was implemented during the pandemic; therefore, the circumstances of writing are not the same as those of implementation, and this could also entail a certain margin of decontextualization. At the same time, this is an experience that is still in process and continually being adapted to this changed and changing educational postpandemic context.
Practical implications
One of the main implications of the portfolio experience, transferable to all educational contexts, is that it transforms the final exam into a metacognitive one, letting students be aware of their own process of learning and results – objectives and competences – acquired. In this way, it lets teachers witness a part of the learning process that is not so evident in the traditional assessment practices – focused on some aspect of the learning – as it makes visible the way in which students receive, process and apply content, that is to say, how they make it their own.
Social implications
The portfolio promotes reflective learning and metacognition, vital skills that benefit students beyond the classroom. This can have a positive impact on societal attitudes toward education and the quality of learning. Of the students, 82% felt the portfolio creation was helpful in their personal and professional lives, suggesting a broader societal impact. The paper’s findings contribute to the body of knowledge about the effectiveness of portfolio-based assessment in higher education, especially in the worldwide transition from online education to postpandemic education. This could guide future studies in similar educational contexts or with different pedagogical innovative tools.
Originality/value
In light of the 2020 pandemic lockdown, this work delves into the pressing need for educators to adapt and modify their teaching approaches. The relevance of this study is accentuated by the worldwide transition from online education to postpandemic education. This paper bridges the gap between theory and practice because the research can be applied to the educational practice of any international business education context, as well as lay the foundations for future research in the field that contributes to increasing evidence of the effectiveness of the use of the portfolio to achieve significant and deep learning in higher education.
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Ankit Kumar, Rachna Khare, Sandeep Sankat and Pratyoosh Madhavi
The statistics show that older adults have been major fire victims in high-rise buildings. However, the fire safety building codes in most countries are not inclusive and do not…
Abstract
Purpose
The statistics show that older adults have been major fire victims in high-rise buildings. However, the fire safety building codes in most countries are not inclusive and do not reflect provisions for older adults. The research aims to develop a fire risk assessment index system for older adults living in high-rise residential buildings in India. The study further develops a fire rating system to improve fire safety provisions in high-rise buildings in India.
Design/methodology/approach
The paper employs Delphi, analytic hierarchy process (AHP) and fuzzy comprehensive risk evaluation techniques. It considers 18 in-depth interviews and group discussions with builders, developers, architects, policymakers, and fire safety experts and consultants to develop a fire risk assessment system for older occupants living in high-rise residential buildings in India.
Findings
The fire protection systems and fire management systems are not as per the needs of older adults. The egress system components need improvisation considering the challenges of older adults.
Research limitations/implications
The study is limited to older adults living in high-rise residential buildings in the capital city of Gujarat, Ahmedabad.
Practical implications
This study will assist policymakers in developing fire safety standards that are targeted to the needs of older persons living in high-rise residential buildings during a fire evacuation.
Originality/value
While several approaches for measuring fire risk in high-rise residential buildings exist, no such system has been developed specifically for older adults in India.
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Jyoti Mudkanna Gavhane and Reena Pagare
The purpose of this study was to analyze importance of artificial intelligence (AI) in education and its emphasis on assessment and adversity quotient (AQ).
Abstract
Purpose
The purpose of this study was to analyze importance of artificial intelligence (AI) in education and its emphasis on assessment and adversity quotient (AQ).
Design/methodology/approach
The study utilizes a systematic literature review of over 141 journal papers and psychometric tests to evaluate AQ. Thematic analysis of quantitative and qualitative studies explores domains of AI in education.
Findings
Results suggest that assessing the AQ of students with the help of AI techniques is necessary. Education is a vital tool to develop and improve natural intelligence, and this survey presents the discourse use of AI techniques and behavioral strategies in the education sector of the recent era. The study proposes a conceptual framework of AQ with the help of assessment style for higher education undergraduates.
Originality/value
Research on AQ evaluation in the Indian context is still emerging, presenting a potential avenue for future research. Investigating the relationship between AQ and academic performance among Indian students is a crucial area of research. This can provide insights into the role of AQ in academic motivation, persistence and success in different academic disciplines and levels of education. AQ evaluation offers valuable insights into how individuals deal with and overcome challenges. The findings of this study have implications for higher education institutions to prepare for future challenges and better equip students with necessary skills for success. The papers reviewed related to AI for education opens research opportunities in the field of psychometrics, educational assessment and the evaluation of AQ.
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Anagha Vaidya and Sarika Sharma
Course evaluations are formative and are used to evaluate learnings of the students for a course. Anomalies in the evaluation process can lead to a faulty educational outcome…
Abstract
Purpose
Course evaluations are formative and are used to evaluate learnings of the students for a course. Anomalies in the evaluation process can lead to a faulty educational outcome. Learning analytics and educational data mining provide a set of techniques that can be conveniently applied to extensive data collected as part of the evaluation process to ensure remedial actions. This study aims to conduct an experimental research to detect anomalies in the evaluation methods.
Design/methodology/approach
Experimental research is conducted with scientific approach and design. The researchers categorized anomaly into three categories, namely, an anomaly in criteria assessment, subject anomaly and anomaly in subject marks allocation. The different anomaly detection algorithms are used to educate data through the software R, and the results are summarized in the tables.
Findings
The data points occurring in all algorithms are finally detected as an anomaly. The anomaly identifies the data points that deviate from the data set’s normal behavior. The subject which is consistently identified as anomalous by the different techniques is marked as an anomaly in evaluation. After identification, one can drill down to more details into the title of anomalies in the evaluation criteria.
Originality/value
This paper proposes an analytical model for the course evaluation process and demonstrates the use of actionable analytics to detect anomalies in the evaluation process.
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Shard, Devesh Kumar and Sapna Koul
This study aims to gain insights into how students perceive online examination practices and evaluation, as well as identify the key factors that impact their intentions toward…
Abstract
Purpose
This study aims to gain insights into how students perceive online examination practices and evaluation, as well as identify the key factors that impact their intentions toward online exams.
Design/methodology/approach
This empirical study conducted in India utilized an online survey method between May 24 and June 14, 2022. The data were collected from 712 undergraduate and postgraduate students through a Google Docs questionnaire. Descriptive analysis, exploratory factor analysis (EFA), regression and reliability analysis were conducted to analyze the data.
Findings
There are many studies related to the adoption of online learning. However, there are limited studies that explore the adoption and acceptance of online examinations and evaluations. This paper intends to fill this gap and tries to highlight important factors influencing online examination usage by the students. Five important factors emerged in the study include “pedagogy, validity, reliability,” “practicality,” “security,” “facilitating condition” and “intention,” The study concludes that taking tests online is preferred for several reasons, including the perceived increased dependability of grades and the decreased cost, time and effort associated with taking exams.
Research limitations/implications
This research explores students' perceptions of learning management systems (LMS)-based online exams and provides insights for students to better prepare and adapt. It assists policymakers in developing fair assessment policies and improving LMS platforms. The study contributes to the theoretical understanding of e-learning and calls for further research to enhance the effectiveness of online exams. It identifies gaps in existing literature and recommends larger sample sizes, broader representation, longitudinal data collection and conversational methods for future research.
Originality/value
This study shows increasing research on e-learning and online examinations, mostly using quantitative methods. The important variables for understanding students' perceptions of online exams are “pedagogy, validity, reliability,” “practicality,” “security,” “facilitating condition” and “intention.” Concerns raised include validity, fairness and security. Electronic exams are more suitable for formative evaluation, and validity, reliability, security and adaptability are key pillars for successful online testing.
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Increased emphasis on offering quality education underscores the need for developing a rigorous process for assessing academic programs in higher education. In this chapter, we…
Abstract
Increased emphasis on offering quality education underscores the need for developing a rigorous process for assessing academic programs in higher education. In this chapter, we develop a practical and rigorous framework for comprehensive assessment of academic programs. This framework generates in-depth communication between the academic departments and the university administration. It provides a useful tool for advancing the university mission, setting priorities, allocating resources, and identifying future areas of potential growth. This data-driven framework covers a wide range of qualitative and quantitative variables. To ensure a smooth and efficient implementation of the assessment process we present the critical stages in the development of a successful program assessment framework − from determining the assessment criteria, establishing the organizational climate, appointing the assessment committee, preparing program self-studies, to collecting and analyzing data. We present real examples from the author’s home institution to illustrate and support the reader’s understanding of the framework.
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