1,721,012 research outputs found
Semi-automated assessment of handwritten mathematics tasks: Atomic, reusable feedback for assessing student tests by teachers and exams by a group of assessors
No full textAbstract: Feedback is the most powerful engine of any learning process. In mathematics education, the possibilities to assess automatedly are thoroughly explored. However, students face difficulties expressing themselves mathematically on a computer and learning systems can often only assess the outcome, not the solving method. Research indicates that automated tests focus too much on procedural fluency at the expense of higher-order thinking questions. It takes much effort to develop digital tests, and teachers are sceptical of using automated assessments, meaning that paper-and-pencil tests still dominate mathematics classrooms. One of the characteristics of mathematical assessment is that wrong answers tend to exhibit patterns among the student population. Consequently, teachers often repeat their feedback and grades, bringing us to the idea of semi-automated feedback and assessment: by correcting handwritten tasks digitally, feedback can be saved and reused. This could lead to more elaborate feedback, time savings, and enhanced inter-rater reliability. Specifically, two semi-automatic assessment approaches were developed and studied. In the first study, teachers write feedback for a student, and the computer saves it so that it can be reused when subsequent students make the same or similar mistakes. The concept of atomic feedback has been introduced to train teachers on how to write reusable feedback. Atomic feedback consists of a set of format requirements for mathematical feedback items, which has been shown to increase the reusability of feedback. A remarkable result was discovered during a crossover experiment with 45 mathematics teachers: the semi-automated approach led teachers to give significantly more feedback instead of saving time. Moreover, the teachers\u2019 feedback with the semi-automatic tool did not always have better properties than classic pen-and-paper feedback. The second study was conducted in collaboration with the Flemish Exam Commission. Their traditional grading method of handwritten mathematics exams was transformed into a semi-automated one called \u2018checkbox grading.\u2019 Every assessor receives a list of checkboxes, and they must tick those that apply to the student\u2019s solution. Dependencies between these checkboxes can be set to ensure all assessors take the same path down the grading scheme. The system automatically calculates the grade and results in atomic feedback giving a detailed insight into what went wrong and how the grade was obtained. The approach requires more time for assessors and did not enhance inter-rater reliability compared to the traditional method (did not make it worse either). However, the resulting transparency and students\u2019 feedback were highly valued. Moreover, students could easily understand the resulting feedback, even the lower-performing ones
De vinger aan de pols houden : ontwerp van extern geanalyseerde externe feedback gericht op de transfer van leren van technische vaardigheden in musiceren
No full textAbstract: Playing a musical instrument is a complex skill on many dimensions, where technical skills are always required. In education in general, a problem in the transfer of learning occurs, which is also the case in practicing musical skills. The goal of this thesis was to design education and testing the technological feasibility of this design, where the focus has been placed on the individual practice context, to promote the transfer of learning of technical skills in music. Externally analyzed external feedback is identified as a precondition to promote the transfer of learning of technical skills in music, because it could facilitate practicing in a realistic practice environment - the execution of songs - allowing for variation and an external focus of attention to be automatically included in the practice sessions. The designed external feedback for this specific context is direct feedback on every (correct and incorrect) executed movement, visually presented through colors in the peripheral vision of the player. To embed this in a realistic practice environment, technology is needed, specifically image based gesture recognition. A technological application has been developed to provide the designed feedback. Therefore, a case was chosen: the two-plucking right hand technique for bass guitar. MediaPipe Hands has been chosen as the underlying framework for image based gesture recognition, which has been tweaked to identify the two key elements of the technique: localization of the strings and displaying the movement of the fingers. Tests with the technological application under various conditions revealed that it is possible for the application to meet these requirements, but only under very specific conditions. After that, the research focused on detecting strokes on the different strings. Here was concluded that the current version of the underlying framework can't track the fingers accurate enough. Finally, a brief look was taken at the possibilities for the current version of the technological application for music education. Possibilities arise specifically for static movements and postures, or combining the framework with sensors on the hand. Another opportunity lies in the use of artificial intelligence for recognizing movements instead of the explicit knowledge approach used in this research. The expectation is that the application can be further developed in the future. It then can be used in various follow-up studies, for example by providing information about the movements made by professionals and beginning players and focusing on further development, including for example cognitive load and user experience
It takes two to teach! Exploring team teaching in teacher education
No full textAbstract: Team teaching is a promising strategy for the professional development of student teachers during their education. As a format for student teaching, team teaching involves more than group composition; it requires student teachers to collaborate in planning, implementing, and evaluating a course during workplace learning within schools. Accordingly, the challenge for teacher educators is to prepare student teachers adequately for this student teaching format. The present dissertation, composed of four sequential studies, explores student teachers\u2019 processes and outcomes of team teaching. Together, these studies contribute to a deeper understanding of the processes and outcomes of team teaching for student teachers, highlighting the essential role of tailored support from teacher educators for student teachers when practicing team teaching
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe 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
Full text link“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
Full text linkWe 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
Dispelling the Myths Behind First-author Citation Counts
Full text linkWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
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