1,721,052 research outputs found
Displaying lecturers room and information based on virtual reality / Abdul Hasib Sadiqin Adam Shukri
Get PDFThe purpose of the study is to prove that a 3D technology and Virtual Reality are needed in displaying lecturer's room and information on the faculty website. Another aim was to find out about the effectiveness of Lecturers Room and Information using 3Denvironment. Questionnaires were distributed to 20 students' of the faculty of computer and mathematical sciences and non probability sampling was carried out. One conclusion was that, the use of 3D technology and Virtual Reality on the website is needed
Review of "Contemporary Perspectives on Research in Educational Assessment" by M.S. Khine (Ed.).
No full text
Title of the manuscript: Review of "Contemporary Perspectives on Research in Educational Assessment" by M.S. Khine (Ed.).
Reviewed by: Abdul Hasib
Affiliation: Officer on Special Duty (OSD), Directorate of Secondary and Higher Education, Ministry of Education, Dhaka, Bangladesh; Assistant Professor of Chemistry (in-situ), Kazipur Government Mansur Ali College, Kazipur, Sirajgonj, Bangladesh.
Address of correspondence: Abdul Hasib, Assistant Professor of Chemistry (in-situ), Kazipur Government Mansur Ali College, Kazipur-6710, Sirajgonj, Bangladesh. [email protected]
Book details
khine, M. S., (Ed.)
Contemporary Perspectives on Research in Educational Assessment.
USA: Information Age Publishing, Inc.; 2020.
151 pages, ISBN 978-1-64113-937-3 (Paperback)
Keywords
International Large-Scale Assessments (ILSAs), non-cognitive skills, educational policies, and reforms
Abstract
Apart from searching for, as the work of a reviewer entails, the readability, organization, limitations, and so on, this review of the book “Contemporary Perspectives on Research in Educational Assessment” by M.S. Khine explores, as stipulated there, the present perspectives on educational assessment with the prospects of shaping future educational policies and reforms.
Main text
“Assessment is today’s means of understanding how to modify tomorrow’s instruction” (Tomlinson, 1999). Such a scholastic view, as said in the history, started to develop over time when the International Association for the Evaluation of Educational Achievement (IEA), the pioneer organization in the respective field, embarked on internationalizing educational assessment through the International Large-Scale Assessments (ILSAs) which culminated with the approaches like the Trends in International Mathematics and Science Study (TIMSS) and Progress in International Reading Literacy Study (PIRLS), and so on. The monograph, Contemporary Perspectives on Research in Educational Assessment, edited by M.S. Khine and written by a cohort of international scholars, fine-tunes its contents based on the newest approaches to educational assessment. It includes the recent trends in ILSA that started anew in 1995 as TIMSS and in 2001 as PIRLS, albeit the IEA “has been conducting international assessments of mathematics and science for nearly 60 years” (Mullis & Martin, 2017). Meanwhile, literacy in the “technology-rich 21st century” adopts new definitions to include “autonomy” as well as “cognitive, metacognitive and affective-motivational dimensions of behavior” (OECD, 2021)- this book under review has discussed all of those.
As a whole, this booklet aims to a broader readership requiring no prior in-depth knowledge of subject matters, as I, from its first chapter, quote verbatim: “this chapter is (written) for a general audience…., (is) also intended for researchers who are looking to conduct trend analysis themselves…., (and) in-depth knowledge of statistics and prior knowledge of ILSAs is not assumed” (p. 2). However, there are exceptions as well, I assume. For example, chapter 7 would require you to have some background knowledge of manipulating statistical data. Some chapters might introduce you to some presumably newer terminologies regarding AI (artificial intelligence), ML (machine learning), non-cognitive skills (chapter 4), and 21st-century skills (chapter 5). In chapter 4, a scholar of ETS (educational testing service) discusses the “motivations, constructs, and methods for the measurement of non-cognitive constructs” (p. 82) based on the CTT (classical test theory) and the IRT (item response theory) (p. 74). It nicely elaborates the aspects of different methodologies for measuring non-cognitive skills. Nevertheless, we find in chapter 5, that while discussing the prospects of AI, automation, and ML, etc. with “automated psychometrics” (p. 101) and “psychometric forensics” (p. 102) in assessment, the author perhaps has condoned the caution associated with them. Such cautions, for example, “AI will amplify good ideas and good practice in the same way as it amplifies bad ideas and bad practice”, claim more emphasis than before when technology is becoming more ubiquitous and its “secured use” is a real challenge in an “increasingly complex, ambiguous and volatile world” (OECD, 2019). Importantly, then; we find; that this book warrants broadening its readability from the general readership to that of the generic one, especially in academia, from a teaching-learning perspective: let’s have a glimpse of what it says in Chapter 8, “assessment is a crucial driver of student learning… it also helps the formation of an accurate judgment… (hence, affects) students’ future career… (it) gives the teacher a say in designing, implementing, and evaluating assessment strategies… when teachers integrate their assessment knowledge with their instruction, students benefit a lot….” (pp.135-137).
Since this book, as its contents require, uses a handsome number of terminologies and abbreviations coined by researchers, organizations, and pioneering scholars, an “index” along with a page dedicated to the “list of abbreviations” seems to be becoming indispensable. Regarding the use of abbreviations, I have some other observations: some abbreviated terms have not been elaborated within the parentheses elsewhere in the text e.g., ATC21S (Assessment and Teaching of 21st Century Skills) (p. 59), and ASCII (American Standard Code for Information Interchange) (p. 101), etc. whereas some others have been explained in either the next pages (API, Application Programming Interface: abbreviation and elaboration are in the two separate pages of 96 and 99 respectively) or the earlier ones (IRT: elaboration with an abbreviation is in the page of 95, but only the abbreviation is in the 97 pages). Now, think of a reader who for the first time embraces those abbreviations then, without being perturbed by such a jumble, how his unknowns would reconcile with the common goal that is, to keep the reading track smooth, maintaining a sequence in mind throughout the reading-learning trajectory?
And, while turning over the front pages, any reader would find this book to be started in a much more straightforward way—there is neither a “foreword” nor an “introduction.” Such a start-up, especially without an introduction to the subject matters coming afterward, appears as if an organized (reading) ceremony were in its call for participation for the selected readers but, this time, without an invitation card! And importantly, while the book strives to cover the most recent approaches to educational assessment, many of its readers might not be equally up-to-date with the topics dealt with; hence, to cover the gap in-between them, an “introduction” with some briefings on the chapters could function as a “salt-bridge.”
Finally, given that, it, as a whole, advocated for not only using ILSA data for shaping future educational policies and reforms but also emphasizing the likely shift of educational assessment, from only measuring the cognitive skills to amalgamating that with that of the non-cognitive one: this volume, for sure, would have its appeal, equally to educators, educational policymakers, and researchers as well.
List of abbreviations
IEA International Association for the Evaluation of Educational Achievement
ILSA International Large-Scale Assessments
TIMSS Trends in International Mathematics and Science Study
PIRLS Progress in International Reading Literacy Study
AI Artificial intelligence
ML Machine learning
ETS Educational testing service
CTT Classical test theory
IRT Item response theory
ATC21S Assessment and Teaching of 21st Century Skills
ASCII American Standard Code for Information Interchange
API Application Programming Interface
References
Mullis, I. V. S., & Martin, M. O. (Eds.). (2017). TIMSS 2019 Assessment Frameworks. http://timssandpirls.bc.edu/timss2019/frameworks/
OECD. (2019). PISA 2018 Results (Volume I). https://doi.org/https://doi.org/https://doi.org/10.1787/5f07c754-en
OECD. (2021). 21st-Century Readers. https://doi.org/https://doi.org/https://doi.org/10.1787/a83d84cb-en
Tomlinson, C. A. (1999). The differentiated classroom : responding to the needs of all learners. Association for Supervision and Curriculum Development.</p
Learning mathematics using fun-math application for pre-school / Abdul Hasib Sadiqin Adam Shukri … [et al.]
Get PDFEducation in the 21st century is characterized by: user-centeredness, on-demand provision and delivery, engagement of learners, and technology-mediated teaching and learning. Nowadays, the increasing of the game application is uncontrollable. Kids tend not to study and just want to play games. Most of them like to play games because the games are more interesting compared to books. Kids not attracted with traditional studies (books) and easily lose focus during the study. Mathematics syllabus at the primary school is formally and theoretically, and very book-based learning. Mathematics subject is not interesting for children, because it is a serious topic that cannot be learned in a relaxed situation like playing games. Primary school students at the age of seven to nine years old learn addition, subtraction, multiplication, division and fractions will hardly understand mathematics, and they assume that mathematics is very difficult to learn if the teacher does not know on how to attract and promote fun learning to students. With the aid of instructional technology, digital devices and advancement of educational mathematics games, teachers can use it in the learning process in the classroom. Since educational mathematics game has gained considerable interest in education circles due to its capability of enhancing the learning process among students, the teachers need to have their criteria and set goals in order to achieve the desired learning outcomes
Learning mathematics using fun-math application for pre-school / Abdul Hasib Sadiqin Adam Shukri … [et al.]
Get PDFEducation in the 21st century is characterized by: user-centeredness, on-demand provision and delivery, engagement of learners, and technology-mediated teaching and learning. Nowadays, the increasing of the game application is uncontrollable. Kids tend not to study and just want to play games. Most of them like to play games because the games are more interesting compared to books. Kids not attracted with traditional studies (books) and easily lose focus during the study. Mathematics syllabus at the primary school is formally and theoretically, and very book-based learning. Mathematics subject is not interesting for children, because it is a serious topic that cannot be learned in a relaxed situation like playing games. Primary school students at the age of seven to nine years old learn addition, subtraction, multiplication, division and fractions will hardly understand mathematics, and they assume that mathematics is very difficult to learn if the teacher does not know on how to attract and promote fun learning to students. With the aid of instructional technology, digital devices and advancement of educational mathematics games, teachers can use it in the learning process in the classroom. Since educational mathematics game has gained considerable interest in education circles due to its capability of enhancing the learning process among students, the teachers need to have their criteria and set goals in order to achieve the desired learning outcomes
Assessing the relationship between pollution sources and water quality parameters of Sungai Langat Basin using association rule mining
No full textDue to water pollution, the water quality in Sungai Langat Basin is declining. This study was conducted in this regard to identify the sources of pollution and to analyse the relationship between sources of pollution and water quality parameters. The Malaysian Department of Environment (DOE) has provided data on pollution sources and water quality. Both data are combined and pre-processed through association rule mining for further modelling processes. Apriori algorithm was used to generate rules in finding any relationships between sources of pollution and water quality parameters. Water quality experts had analysed and validated the generated rules. The analysis of expert acceptance showed that 65% of the formulated rules were agreed by the experts while 35% of the rules were disagreed. Furthermore, the findings showed that all experts agreed that there was a relation between NH3-N values ranging from 0.9 to 2.7 and the sewage as a source of pollution. Besides, as agreed by all experts, either effluent, sewage or livestock is the pollution source of Sungai Langat
Leaf Vein Fragment Dataset
No full textThis dataset contains 64x64, 32x32, 16x16, 8x8, and 4x4 pixel green-channel image sets, each with two classes:
1. Cotyledon-type: Monocotyledon and Dicotyledon. Each cotyledon-type contains 21,828 images.
2. Species: Cocos nucifera, Eichhornia crassipes, Cucurbita moschata, and Neolamarckia cadamba. Each species contains 10,914 images.
This dataset contains image data from three types of leaves:
1. Young
2. Mid-aged
3. Old
Each leaf has two sides:
1. Front side
2. Reverse side
File-format:
____xp.
Example: ‘Dicot_Cucurbita_midAged_front_32x32p.csv’, which contains 32-by-32 pixel images (flattened to 1024 numerical columns) for the images captured from front-side, mid-aged leaves from Dicotyledon-type of Cucurbita moschata species plant
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
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