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The aim of this paper is to generate a streamlined, transparent and effective instrument to fairly measure the contribution made by each student to a group project within a higher education context. The primary aim is to moderate the grades of underperforming students at the end of the project. There is a secondary benefit in alerting underperforming students to raise their contribution mid-task or face a potentially reduced grade at the final stage.

The development of this multi-dimensional instrument is guided by findings from previous research. The quest is to minimise the instructor's administrative work load in applying a moderation-only instrument that is open-source and available at no cost. Based on the literature, the survey instrument seeks to apply a peer-based, equitable and transparent evaluation of each member's contribution to a group task. The survey is applied at mid-task and again at end-task in order to afford underperformers the opportunity to address contribution deficits during the final phase of the project.

The instrument, called TANDEM©, offers a transparent, streamlined, equitable, confidential and practical measure of each student's contribution to a graded group task. Students whose end-task contribution falls below the group average rating receive a proportional reduction in their personal grade. Additionally, the end-task moderation instrument captures a single-item holistic measure of relative contribution that may, in the future, serve as a surrogate for the multi-dimensional measures currently in place.

TANDEM© was developed with group sizes of four or five members in mind. There is no evidence to support its application to three-person groups. Moreover, the application was applied only amongst under-graduate students. It is yet to be applied across post-graduate groups and within online learning environments. Future research into diverse cultural settings would serve to advance understanding of how moderation is perceived across borders.

Several existing group grade moderation methods propose complex algorithms that are “black box” solutions from a student's perspective. In establishing a fair, streamlined, confidential and transparent process for peer-rated moderation, TANDEM© deploys a concise instrument with a relatively small administrative load. TANDEM © may be applied to all groups or can selectively be applied to groups that report moderate, strong or extreme levels of conflict.

Students will appreciate the opportunity to rate peer contributions to group projects. This will dissipate the negative social sentiment that may arise when fellow students benefit from the work of others. Those students seeking conflict resolution within the group will value the transparent and equitable moderation of grades as well as the positive social implications that follow.

This research forms part of an ongoing quest to present a moderation instrument that fairly identifies student contribution to a group project. Whilst the solution proposed is one of many existing alternatives, its focus is on a practical moderation-only instrument that can immediately be applied to a course or major. The benefits lie in the ease of application and minimal administrative workload. This constitutes an original contribution to the individual (course or major) coordinator who seeks to apply a moderation-only instrument without having to commit to an extensive, broad-based group optimisation programme.

This paper focuses on the factors related to faculty workload in the context of resource scarcity to examine whether there is a relationship between them and grade inflation.

As for methodological novelty, the authors created an indicator of students' expectations about grades that is related to grade inflation and conducted regression analysis using cluster-robust error correction based on this indicator.

The results suggested that proper workload allocation among the faculty can mitigate grade inflation. Namely, such measures as control for concurrent courses, the length of courses and the labor intensity of the faculty are suggested for grade inflation prevention.

Academic literature posits that a steep increase in average grades might cause a long-term depreciation of the quality of higher education. This article is, therefore, focused on various factors connected with grade inflation in higher education. The authors highlighted problems associated with teaching evaluation imperfections, academic norm transformation and workload intensity.

This study is part of a participatory design research project and aims to develop and study pedagogical frameworks and tools for integrating computational thinking (CT) concepts and data science practices into elementary school classrooms.

This paper describes a pedagogical approach that uses a data science framework the research team developed to assist teachers in providing data science instruction to elementary-aged students. Using phenomenological case study methodology, the authors use classroom observations, student focus groups, video recordings and artifacts to detail ways learners engage in data science practices and understand how they perceive their engagement during activities and learning.

Findings suggest student engagement in data science is enhanced when data problems are contextualized and connected to students’ lived experiences; data analysis and data-based decision-making is practiced in multiple ways; and students are given choices to communicate patterns, interpret graphs and tell data stories. The authors note challenges students experienced with data practices including conflict between inconsistencies in data patterns and lived experiences and focusing on data visualization appearances versus relationships between variables.

Data science instruction in elementary schools is an understudied, emerging and important area of data science education. Most elementary schools offer limited data science instruction; few elementary schools offer data science curriculum with embedded CT practices integrated across disciplines. This research assists elementary educators in fostering children's data science engagement and agency while developing their ability to reason, visualize and make decisions with data.

This paper aims to investigate the impact of combining grain-oriented electrical steel (GOES) grades on specific iron losses and the flux density distribution within a single-phase magnetic core.

This paper presents the results of finite-element method (FEM) simulations investigating the impact of mixing two different GOES grades on losses of a single-phase magnetic core. The authors used different models: a 3D model with a highly detailed geometry including both saturation and anisotropy, as well as a simplified 2D model to save computation time. The behavior of the flux distribution in the mixed magnetic core is analyzed. Finally, the results from the numerical simulations are compared with experimental results.

The specific iron losses of a mixed magnetic core exhibit a nonlinear decrease with respect to the GOES grade with the lowest losses. Analyzing the magnetic core behavior using 2D and 3D FEM shows that the rolling direction of the GOES grades plays a critical role on the nonlinearity variation of the specific losses.

The novelty of this research lies in achieving an optimum trade-off between the manufacturing cost and the core efficiency by combining conventional and high-performance GOES grade in a single-phase magnetic core.

The present study aims to demonstrate the application of newly developed combinative distance-based assessment (CODAS) approach for grading and selection of Tossa jute fibres, which possesses some unique features uncommon to other variants of multi-criteria decision-making (MCDM) method.

The CODAS method was used in this study to rank/grade ten candidate lots of Tossa fibres on the basis of six apposite jute fibre properties, namely, fibre defect, root content, fineness, strength, colour and density. These six fibre properties were considered as the six decision criteria, here, and they were assigned weights as determined previously by an earlier researcher using analytic hierarchy process. The grading of jute fibres was done based on a comprehensive single index known as the assessment scores (Hi), in descending order of magnitude.

Among the 10 Tossa jute lots, T2 was ranked 1 (top grade) because of the highest assessment score of 6.887, followed by T1 with Rank 2 (assessment score 1.830). Because of the least assessment score of −2.795, the candidate lot T4 was considered as the worst, and hence ranked 10. The overall ranking pattern given by the CODAS method was similar to the TOPSIS approach done by Ghosh and Das (2013). This study was supported by various sensitivity analyses to judge the efficacy of the present approach. No occurrence of rank reversal during the sensitivity analyses obviously corroborates the robustness and stability of the CODAS method.

Jute pricing is fixed solely by the quality for which grading of fibre is prerequisite. The traditional “Hand and Eye” method or Bureau of Indian Standards (BIS) system for jute grading is basically subjective assessment and need domain expertise. MCDM is reported as the most viable solution which gives due importance to the fibre parameters while grading the fibres based on a single index. The present study demonstrates the maiden application of CODAS to address the fibre grading problems for jute industries. This approach can also be extended to solve other decision problems of textile industry, in general.

CODAS is a recently developed exponent of MCDM. Uniqueness of the present study lies in the fact that this is the first ever application of CODAS in the domain of textile industry, in general, and jute industry, in particular. CODAS approach is very simple involving a few simple mathematical equations yet a potent tool of decision-making. This method possesses some features uncommon in other variants of MCDM. Moreover, the efficacy of CODAS method is investigated through various sensitivity analyses, which has been ignored in the earlier approaches.

This study addresses gaps in the existing literature on students' understanding of Independent Learning (IL), whilst exploring the link between levels of IL, growth mindset, motivated strategies for learning and academic performance.

Three hundred and eighty-six university students recruited via opportunistic sampling completed an online survey to measure: understanding and level of IL, Motivated Strategies for Learning (MSL) (Duncan and McKeachie, 2005) and growth mindset (Dweck, 2000). Interaction with the university Virtual Learning Environment (VLE) and academic grades were also measured. A correlational design was implemented, and a Spearman Rho was calculated to explore the relationship between level of IL, MSL and growth mindset. A between-subjects design using independent measures t-test was employed to determine the significance of any difference in level of IL and VLE engagement according to academic grade.

Whilst most students: considered themselves an IL and understood what IL was, the majority erroneously believed it meant learning alone or without help. Level of IL, however, was positively associated with motivational beliefs (self-efficacy and mindset), cognitive strategies (rehearsal, elaboration, organisation and critical thinking), and metacognitive strategies (time management and self-regulation). Further, those with grades A-C scored significantly higher than those with grades D and below on cognitive strategies (elaboration and organisation). Those attaining higher grades also interacted with the VLE significantly more frequently and regularly than those attaining lower grades.

This study adds to the existing literature by highlighting the positive relationship between level of IL, MSL, mindset and academic achievement. It also addresses the under-explored potential for VLE engagement in predicting grades amongst on-campus courses. Given that cognitive strategies and VLE engagement differentiate the high and low achievers, interventions to develop such skills may enhance academic achievement.

This article describes an effort to ease the tension between boundary spanning roles for interns participating in a yearlong Professional Development School (PDS) program. In order to do this, the structure of a Social Studies Methods course was revised to mimic a professional learning community (PLC) and assignments were not evaluated for grades.

A conceptual paper that relies on self-reflection as well as student reaction, work samples and survey data.

The findings demonstrate both practices contribute to a collegial and less stressful environment for interns, while not affecting the quality of work submitted.

This paper highlights two of the nine NAPDS essentials, Professional Learning and Leading (3) and Boundary Spanning (8), and describes the ways both are incorporated and addressed in a PDS situated methods course. Describing course revisions, including the implementation of an ungrading practice, provides examples for potential replication.

In the Netherlands, thesis assessment quality is a growing concern for the national accreditation organization due to increasing student numbers and supervisor workload. However, the accreditation framework lacks guidance on how to meet quality standards. This study aims to address these issues by sharing our experience, identifying problems and proposing guidelines for quality assurance for a thesis assessment system.

This study has two parts. The first part is a narrative literature review conducted to derive guidelines for thesis assessment based on observations made at four Dutch universities. The second part is a case study conducted in one bachelor’s psychology-related program, where the assessment practitioners and the vice program director analyzed the assessment documents based on the guidelines developed from the literature review.

The findings of this study include a list of guidelines based on the four standards. The case study results showed that the program meets most of the guidelines, as it has a comprehensive set of thesis learning outcomes, peer coaching for novice supervisors, clear and complete assessment information and procedures for both examiners and students, and a concise assessment form.

This study is original in that it demonstrates how to holistically ensure the quality of thesis assessments by considering the context of the program and paying more attention to validity (e.g. program curriculum and assessment design), transparency (e.g. integrating assessment into the supervision process) and the assessment expertise of teaching staff.

Quality assessment of textile products is of prime concern to intimately meet consumer demands. The dilemma faced by textile producers is to figure out the stability among quality criteria and efficiently deal with target specifications. Hence, the basic devotion is to attain the optimum value product which entirely satisfies the views and perceptions of consumers. Selection of best fabric among several alternatives in the presence of contradictory measures is a disputing problem in multicriteria decision-making.

In the current study, the analytic hierarchy process (AHP) and preference ranking organization method for enrichment evaluation (PROMETHEE) are proficiently used to solve the problem in selection of branded woven shawls. AHP method verifies comparative weights of the criteria selection, while the ranking of fabric alternatives grounded on specific net-outranking flows is executed through PROMETHEE II method.

The collective AHP and PROMETHEE approaches are applied for the useful accomplishment of grading of branded shawls based on multicriteria weights, used for effective selection of fabric materials in the textile market.

In the apparel industry, fabric and garment manufacturers often rely on hit-and-trial methods, leading to significant wastage of valuable resources and time, in achieving the desirable fabric qualities. The implementation of the findings can assist apparel manufacturers in streamlining their fabric selection processes based on multiple criteria. By adopting this method, industry players can make informed decisions, ensuring a balance between quality standards and consumer expectations, thereby enhancing both product value and market competitiveness.

The methods of Visual PROMETHEE and AHP are assimilated to offer a complete method for the selection and grading of fabrics with reference to multiple selection criteria.

This study aims to evaluate the efficiency of various techniques for enhancing indoor air quality (IAQ) in construction. It analyzed the alterations in the concentration of indoor air pollutants over time for each product employed in controlling pollution sources and removing it, which included eco-friendly substances and adsorbents. The study will provide more precise and dependable data on the effectiveness of these control methods, ultimately supporting the creation of more efficient and sustainable approaches for managing indoor air pollution in buildings.

The research investigates the impact of eco-friendly materials and adsorbents on improving indoor air quality (IAQ) in Dubai's tall apartment buildings. Field experiments were conducted in six units of The Gate Tower, comparing the IAQ of three units built with “excellent” grade eco-friendly materials with three built with “good” grade materials. Another experiment evaluated two adsorbent products (H and Z) in the Majestic Tower over six months. Results indicate that “excellent” grade materials significantly reduced toluene emissions. Adsorbent product Z showed promising results in pollutant reduction, but there is concern about the long-term behavior of adsorbed chemicals. The study emphasizes further research on household pollutant management.

The research studied the effects of eco-friendly materials and adsorbents on indoor air quality in Dubai's new apartments. It found that apartments using “excellent” eco-friendly materials had significantly better air quality, particularly reduced toluene concentrations, compared to those using “good” materials. However, high formaldehyde (HCHO) emissions were observed from wood products. While certain construction materials led to increased ethylbenzene and xylene levels, adsorbent product Z showed promise in reducing pollutants. Yet, there is a potential concern about the long-term rerelease of these trapped chemicals. The study emphasizes the need for ongoing research in indoor pollutant management.

The research, while extensive, faced limitations in assessing the long-term behavior of adsorbed chemicals, particularly the potential for rereleasing trapped pollutants over time. Despite the study spanning a considerable period, indoor air pollutant concentrations in target households did not stabilize, making it challenging to determine definitive improvement effects and reduction rates among products. Comparisons were primarily relative between target units, and the rapid rise in pollutants during furniture introduction warrants further examination. Consequently, while the research provides essential insights, it underscores the need for more prolonged and comprehensive evaluations to fully understand the materials' and adsorbents' impacts on indoor air quality.

The research underscores the importance of choosing eco-friendly materials in new apartment constructions for better IAQ. Specifically, using “excellent” graded materials can significantly reduce harmful pollutants like toluene. However, the study also highlights that certain construction activities, such as introducing furniture, can rapidly elevate pollutant levels. Moreover, while adsorbents like product Z showed promise in reducing pollutants, there is potential for adsorbed chemicals to be rereleased over time. For practical implementation, prioritizing higher-grade eco-friendly materials and further investigation into furniture emissions and long-term behavior of adsorbents can lead to healthier indoor environments in newly built apartments.

The research offers a unique empirical assessment of eco-friendly materials' impact on indoor air quality within Dubai's rapidly constructed apartment buildings. Through field experiments, it directly compares different material grades, providing concrete data on pollutant levels in newly built environments. Additionally, it explores the efficacy of specific adsorbents, which is of high value to the construction and public health sectors. The findings shed light on how construction choices can influence indoor air pollution, offering valuable insights to builders, policymakers and residents aiming to promote public health and safety in urban living spaces.