366 research outputs found
Issues of partial credit in mathematical assessment by computer
No full textThe CALM Project for Computer Aided Learning in Mathematics has operated at Heriot‐Watt University since 1985. From the beginning CALM has featured assessment in its programs (Beevers, Cherry, Foster and McGuire, 1991), and enabled both students and teachers to view progress in formative assessment The computer can play a role in at least four types of assessment: diagnostic, self‐test, continuous and grading assessment. The TLTP project Mathwise employs the computer in three of these roles. In 1994 CALM reported on an educational experiment in which the computer was used for the first time to grade, in part, the learning of a large class of service mathematics students (Beevers, McGuire, Stirling and Wild ,1995), using the Mathwise assessment template. At that time the main issues identified were those of ‘partial credit’ and communication between the student and the computer. These educational points were addressed in the next phase of the CALM Project in which the commercial testing program Interactive PastPapers was developed. The main aim of this paper is to describe how Interactive Past Papers has been able to incorporate some approaches to partial credit which has helped to alleviate student worries on these issues. Background information on other features in Interactive Past Papers is also included to provide context for the discussion
Recommended from our members
Dysfunctional Attitude Scale - Short Forms 1 & 2
No full textShort form of the Dysfunctional Attitude Scale (versions 1 and 2) that were created as part of this publication: Beevers, C. G., Strong, D. R., Meyer, B., Pilkonis, P. A., & Miller, I. R. (2007). Efficiently assessing negative cognition in depression: An item response theory analysis of the Dysfunctional Attitude Scale. Psychological Assessment, 19(2), 199–209. https://doi.org/10.1037/1040-3590.19.2.199Psycholog
Using network analysis to identify central symptoms of adolescent depression
No full textObjective: Experiencing depression symptoms, even at mild to moderate levels, is associated with maladaptive outcomes for adolescents. We used network analysis to evaluate which symptoms (and associations between symptoms) are most central to adolescent depression.
Method: Participants were part of a large, diverse community sample (N = 1,409) of adolescents between the ages of 13-19 years old. Network analysis was used to identify the most central symptoms (nodes) and associations between symptoms (edges) assessed by the Children’s Depression Inventory (CDI). We also evaluated these centrality indicators for network robustness using stability and accuracy tests, associated symptom centrality with mean levels of symptoms, and examined potential differences between the structure and connectivity of depression networks in boys and girls.
Results: The most central symptoms in the network were self-hatred, loneliness, sadness, and pessimism. The strongest associations between symptoms were sadness-crying, anhedonia-school dislike, sadness-loneliness, school work difficulty-school performance decrement, self-hatred-negative body image, sleep disturbance-fatigue, and self-deprecation-self-blame. The network was robust to stability and accuracy tests. Notably, symptom centrality and mean levels of symptoms were not associated. Boys and girls’ networks did not differ in levels of connectivity, though the link between body image and self-hatred was stronger in girls than boys.
Conclusions: Self-hatred, loneliness, sadness, and pessimism were the most central symptoms in adolescent depression networks, suggesting these symptoms (and associations between symptoms) should be prioritized in theoretical models of adolescent depression and could also serve as important treatment targets for adolescent depression interventions
Symptom centrality and infrequency of endorsement identify adolescent depression symptoms more strongly associated with life satisfaction
No full textAlthough depression symptoms are often treated as interchangeable, some symptoms may relate to adolescent life satisfaction more strongly than others. To assess this premise, we first conducted a network analysis on the Mood and Feelings Questionnaire (MFQ) in a large (N = 1,059), cross-sectional sample of community adolescents (age M = 14.72 ± 1.79). The most central symptoms of adolescent depression, as indexed by strength, were self-hatred, loneliness, sadness, and worthlessness while the least frequently endorsed symptoms were self-hatred, anhedonia, feeling like a bad person, and feeling unloved. Moreover, the more central a depression symptom was in the network (i.e., higher strength), the more variance it shared with life satisfaction (r = 0.59, 95% CI: 0.27, 0.76). How frequently a symptom was endorsed was negatively associated with the variance symptoms shared with life satisfaction (r = -0.48, 95% CI: -0.63, -0.21). Cross-validated, prediction focused models found central symptoms were expected to predict more out of fold variance in life satisfaction than peripheral symptoms and frequently endorsed symptoms, but not the least frequently endorsed symptoms. These findings show certain depression symptoms may be more strongly associated with life satisfaction in adolescence and these symptoms can be identified by multiple symptom-level metrics. Limitations include use of cross-sectional data and utilizing a community sample. Better understanding which symptoms of depression share more variance with important outcomes like life satisfaction could help us develop a more fine-grained understanding of adolescent depression
Some Problems of Mathematical CAL
No full textThis paper describes briefly some problems of mathematical CAL and suggests ways to combat them. Within the context of the CALM Project for Computer Aided Learning in Mathematics we highlight three main areas of difficulty—mathematical display, input and evaluation. These problems are illustrated using examples from software developed at the Heriot-Watt University in Edinburgh and at Southampton University; the examples are taken from both calculus and algebra
Differential sensitivity to the environment: contribution of cognitive biases and genes to psychological wellbeing
No full textNegative cognitive biases and genetic variation have been associated with risk of psychopathology in largely independent lines of research. Here, we discuss ways in which these dynamicfields of research might be fruitfully combined. We propose that gene by environment (G × E) interactions may be mediated by selective cognitive biases and that certain forms of genetic‘reactivity’ or ‘sensitivity’ may represent heightened sensitivity to the learning environment in a‘for better and for worse’ manner. To progress knowledge in thisfield, we recommend including assessments of cognitive processing biases; examining G × E interactions in ‘both’ negative and positive environments; experimentally manipulating the environment when possible; and moving beyond single-gene effects to assess polygenic sensitivity scores. We formulate a new methodological framework encapsulating cognitive and genetic factors in the development of both psychopathology and optimal wellbeing that holds long-term promise for the development of new personalized therapies
The Calm before the storm! CAL in University Mathematics
No full textA Computer Aided Learning project in Mathematics (the CALM Project) is based at the Heriot-Watt University in Edinburgh. It is one of the projects currently in receipt of funding from the Computer Board of the United Kingdom as part of the Computers in Teaching Initiative in British Universities.The CALM Project seeks to produce computer enhanced teaching packages which will back-up the conventional teaching of Calculus to large groups of first year engineering undergraduates at a typical Scottish University. The project has been underway for just over one year and some of the software prepared by the CALM team has been tested by one section of the class. During this testing period we have embarked on a formative evaluation of the software and of its impact on student learning practices.In this article the writers present an outline of the evaluation procedure. In addition, details are given of the software tools used to produce the CALM programs
Course 06
No full textPictured:
Skidmore E.C. - Slape S.T. - Thallon R.E. - Thorp R.B. - Tufnell N.C.H. - Timms R.P. - Vaughan R.D. - Webster R.O. - Watkins W. - Woodfield L.V. - Woodford B.E.R. - Young J.M.
McKay A.T. - Maltby C.J. - Martin M.A. - Miles E.C. - Murphy G. - Page D.A. - Reade F.S. - Rees F.G. - Rossi G. - Rowland T.W. - Sarra E.J. - Sharp G.E. - Shingleton-Smith D.
Everill F.S. - Farrow R.E. - Fee J.E.D. - Finlay D.W. - Fitzpatrick K.D. - Franklin K.N. - Gale J.K. - Gregory F.S. - Hawley A.D.H. - Jackson F.W. - Johnson J.C. - Jones G.K. - Lane R.G.
Alderwood D.C. - Beevers R.G. - Bickell R.P. - Black J.R.K. - Brooke P.D. - Bull F.E. - Butler L.M. - Clark G.A. - Clark J.D. - Clarke M.W.P. - Dowlen C. - Dutton W.A. - Edwards G.J.https://commons.erau.edu/bfts-clewiston-courses/1006/thumbnail.jp
Assessing the sustainability of estuarine barrages
No full textThe increasing economic importance ofwaterside development in many cities has been the driver for major investment in barrage construction in the U.K. To ensure the sustainability of these structures it is crucial to understand their impact on sedimentation distribution and re-distribution patterns. As sedimentation is essentially a long-termphenomenon, forecasting of impoundment behavior using a computer model is necessary. This paper presents the results of a computer simulation of long-term (50 year) sediment distribution predictions for the Tees barrage impoundment, a total exclusion barrage built in 1994 and situated in the north-east of England, U.K. The simulations were undertaken using the one-dimensional "ISIS Sediment" modeling software. The upstream boundary conditions, in terms of both flow and sediment, were estimated from data collected on the river at Low Moor, and take account of possible sediment source changes during the 50 year simulation period. The predictions from the model show that after 30 years the impoundment reaches a state of dynamic equilibrium irrespective of sediment supply.</p
- …
