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Abstract

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Assessment Strategies for Knowledge Organizations
Type: Book
ISBN: 978-1-83867-610-0

Abstract

Details

Assessment Strategies for Knowledge Organizations
Type: Book
ISBN: 978-1-83867-610-0

Abstract

Details

Assessment Strategies for Knowledge Organizations
Type: Book
ISBN: 978-1-83867-610-0

Abstract

Details

Conceptualising Risk Assessment and Management across the Public Sector
Type: Book
ISBN: 978-1-80043-693-0

Abstract

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Knowledge Management and the Practice of Storytelling
Type: Book
ISBN: 978-1-83982-480-7

Book part
Publication date: 15 February 2017

Philip Brey, Clare Shelley-Egan, Rowena Rodrigues and Philip Jansen

This chapter presents the main findings of the EU-funded SATORI project on ethics assessment of research and innovation (R&I) in its first 18 months. It offers summarised…

Abstract

This chapter presents the main findings of the EU-funded SATORI project on ethics assessment of research and innovation (R&I) in its first 18 months. It offers summarised descriptions of the ways in which ethics assessment and guidance of R&I are currently practiced in different scientific fields, in different countries in Europe, the United States and China, and in different types of organisations.

The main findings include the following. Although the most extensive institutions, policies and activities exist in the medical and life sciences, there is evidence of a growing institutionalisation of ethics assessment in non-medical fields. Increasing coordination and cooperation between ethics assessors can be observed at the EU and global levels. Each of 15 types of organisations that were studied performs an important role in ethics assessment, which may not always be well established and sometimes poses significant challenges. Although significant differences exist among the countries that were studied in terms of the degree to which ethics assessment of R&I is institutionalised, all seem to be expanding their ethics assessment and guidance infrastructures.

The findings are an important means by which partners in the SATORI project will take their next steps: the identification of best practices, the development of proposals for harmonisation and shared standards, and, to the extent possible, the proposal of common principles, protocols, procedures and methodologies for the ethical assessment of research and innovation in the European Union and beyond.

Details

Finding Common Ground: Consensus in Research Ethics Across the Social Sciences
Type: Book
ISBN: 978-1-78714-130-8

Keywords

Abstract

Details

Assessment Strategies for Knowledge Organizations
Type: Book
ISBN: 978-1-83867-610-0

Article
Publication date: 16 January 2023

Joseph S. Nadan, Abram Walton, Behzad Tabaei, Charles Edward Bryant and Natalie Shah

This paper aims to propose an innovative method for deploying a personalized instructor-created software-aided assessment system, that will disrupt traditional learning…

Abstract

Purpose

This paper aims to propose an innovative method for deploying a personalized instructor-created software-aided assessment system, that will disrupt traditional learning environments by allowing students to confidentially and with indirect supervision from the instructor, assess their knowledge and ability to achieve the course outcomes.

Design/methodology/approach

Through empirical evaluation in real-world educational settings, the authors examine the impact of augmenting human activity in the classroom with an innovative software platform to transform the learning process.

Findings

Findings indicate that this software-aided assessment system effectively augments human interactivity by providing timely instructor-designed feedback to increase knowledge retention and skillsets.

Practical implications

This study has shown that incorporating disruptive innovation through the use of software-aided assessment systems increases the effectiveness of the faculty in the classroom and enhances student learning and retention. Thus, a transformative software-aided assessment system design that incorporates artificial intelligence into the learning pathway should be pursued. These software-aided assessments are disruptive innovation as they are formative, frequent and require little direct involvement from the instructor.

Originality/value

To the best of the authors’ knowledge, this study is the first of its kind to incorporate artificial intelligence into the assessment process by analyzing results of pilot programs at several universities. The results demonstrate how using software-aided transformative assessments in various courses have helped instructors assess students’ preparedness and track their learning progress. These software-aided systems are the first step in bringing disruptive innovation to the classroom as these software-aided assessment instruments rapidly assess learners’ knowledge and skills based on short, easily created, multiple-choice tests, with little direct engagement from the faculty.

Article
Publication date: 29 December 2022

Amie Robinson, Danielle De Boos and Nima Moghaddam

This study aims to improve the efficiency of the assessment process within a Step4 Psychological Therapies Service by identifying factors related to assessment

Abstract

Purpose

This study aims to improve the efficiency of the assessment process within a Step4 Psychological Therapies Service by identifying factors related to assessment non-attendance and service suitability for referred clients.

Design/methodology/approach

Referral and assessment information was accessed between October 2019 and March 2020 from Step4 routine service data, electronic client records where necessary and Step4 staff self-report questionnaires.

Findings

All clients offered an assessment during this time attended. Findings indicated several factors could influence service suitability in meeting client need. These included individual differences such as readiness to change, which was not necessarily identified at referral or prior to assessment, and potential systemic factors, such as the opt-in procedure, which possibly impeded access. Though the necessity for assessment in clarifying client needs and treatment was indicated, an assessment (from referral to assessment appointment) that led to discharge could take an excess of one working day of service time, associated with considerable opportunity cost to other clients awaiting assessment. Recommendations are made for improving assessment efficiency.

Originality/value

With a high prevalence of poor mental health in the UK, efforts must be made to identify and reduce additional demand upon service time and resources within mental health services to effectively meet people’s needs. Recommendations to improve assessment process efficiency include the use of a standardised referral form, offer of follow-up support procedures, increased client involvement, a streamlined opt-in battery and ongoing monitoring to ensure shared practice between clinicians. These are transferable to other mental health services, with implications for subsequent quality and timeliness of care.

Details

Mental Health Review Journal, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1361-9322

Keywords

Article
Publication date: 27 December 2022

Ellis L.C. Osabutey, P.K. Senyo and Bernard F. Bempong

With the outbreak of the COVID-19 pandemic, online assessment has become the dominant mode of examination in higher education institutions. However, there are…

Abstract

Purpose

With the outbreak of the COVID-19 pandemic, online assessment has become the dominant mode of examination in higher education institutions. However, there are contradictory findings on how students perceive online assessment and its impact on their academic performance. Thus, the purpose of this study is to evaluate the potential impact of online assessment on students' academic performance.

Design/methodology/approach

This study proposes a research model based on the task–technology fit theory and empirically validates the model using a survey from students in the UK. In addition, the study conducted four experiments based on paper-based and online assessments and analysed the data using paired sample t test and structural equation modelling.

Findings

The findings show that the use of online assessment has a positive impact on students' academic performance. Similarly, the results from the experiment also indicate that students perform better using online assessments than paper-based assessments.

Practical implications

The findings provide crucial evidence needed to shape policy towards institutionalising online assessment. In addition, the findings provide assurance to students, academics, administrators and policymakers that carefully designed online assessments can improve students' academic performance. Moreover, the study also provides important insights for curriculum redesign towards transitioning to online assessment in higher education institutions.

Originality/value

This study advances research by offering a more nuanced understanding of online assessment on students' academic performance since the majority of previous studies have offered contradictory findings. In addition, the study moves beyond existing research by complementing assessment results with the views of students in evaluating the impact of online assessment on their academic performance. Second, the study develops and validates a research model that explains how the fits between technology and assessment tasks influence students' academic performance. Lastly, the study provides evidence to support the wide use of online assessment in higher education.

Details

Information Technology & People, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 0959-3845

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