2,466 results
Search Results
2. Paper assessment or online assessment: exploring the impact of assessment modes on EFL students' language learning outcomes and personal development.
- Author
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Abdullaeva, Barno Sayfutdinovna, Çakmak, Fidel, and Abdullaev, Diyorjon
- Subjects
EDUCATIONAL evaluation ,ENGLISH as a foreign language ,ENGLISH language education ,MINDFULNESS ,MOTIVATION (Psychology) ,SELF-esteem ,MATURATION (Psychology) - Abstract
This research explores how paper and online assessments (OA) can affect EFL learners' personal development variables such as self-esteem, mindfulness, demotivation, and language learning development. Sixty intermediate English as a foreign language (EFL) students participated in the current research and were randomly grouped into the experimental group (EG) and the control group (CG). Before the intervention, the data collection tools assessing language learners' self-esteem, mindfulness, demotivation, and language learning development were administered as pre-tests to all the participants. Subsequently, the EG was taught all lessons of the coursebook, Top Notch 2, by utilizing OA while the CG was taught the identical lessons using a conventional (pen and paper) assessment. In the post-treatment phase, the two groups completed the post-tests on self-esteem mindfulness, demotivation, and language learning progress. The study demonstrated that the EG group outperformed the CG group on the four post-tests. The findings indicate that the intervention of OA significantly enhanced language learning outcomes and psychological well-being regarding the measured personal development variables. The enhanced efficacy in the EG group can be ascribed to the utilization of OA during the treatment phase, which has a beneficial effect on academic and personal development. This study also posits that integrating OA augments psychological engagement and language development among EFL learners. It highlights the implications of the results associating teaching EFL via OA with the observed personal development aspects and attributes them to effects of positive psychology. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
3. Participant observation for inquiry-based learning: a document analysis of exam papers from an internship-course for master's students in health services research in Germany.
- Author
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Ullrich, Charlotte, Ziegler, Sandra, Armbruster, Alicia, Wensing, Michel, and Klafke, Nadja
- Subjects
EDUCATIONAL evaluation ,STUDENT health services ,EDUCATORS ,INQUIRY-based learning ,TEACHING methods - Abstract
Inquiry-based learning (IBL) is a type of problem-based learning. While IBL aims at reflecting the work of practicing researchers, only some students will pursue an academic career. We therefore designed a course that provides opportunities for IBL by applying participant observation to internship work experience inside and outside academia. Using this internship course as an example, we investigated, how master's students in health science executed an IBL assignment regarding the application of participant observation and presentation of findings. In addition, the understanding of occupational fields provided through the IBL assignment was examined. To determine whether learning objectives were met, a document analysis of IBL assignments comprising presentation slides and field protocols was performed. Within content analysis, a category grid was used examining (a) suitability of chosen research objectives, (b) execution of field protocols, (c) sufficiency of reporting and (d) extent of reflection. 49 IBL assignments from the years 2020–2022 were included. Sides of IBL observations were: (a) organizations providing health care (n = 28); (b) administrations of health care (n = 8); and (c) research institutes (n = 13). Within students' field protocols, the level of detail of descriptions differed. 30 assignments included reflection on the methods used and research experience. In about a third of IBL assignments, indication of observation type, theoretical background and data analysis was missing. Using participant observation of internship work-experience for IBL can serve as a teaching tool for students to develop methodological skills. For future courses, we developed a checklist to strengthen reporting, reflection and use of theory. As internships are often integrated in degree programs in health sciences similar courses could be implemented in different programs, given qualified methodological guidance. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
4. Towards development of a system for automatic assessment of the quality of a question paper.
- Author
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Saha, Sujan Kumar
- Subjects
SYSTEMS development ,EDUCATIONAL evaluation ,TECHNICAL education ,STUDENT surveys ,GOAL (Psychology) - Abstract
In this paper, we present a system for automatic evaluation of the quality of a question paper. Question paper plays a major role in educational assessment. The quality of a question paper is crucial to fulfilling the purpose of the assessment. In many education sectors, question papers are prepared manually. A prior analysis of a question paper might help in finding the errors in the question paper, and better achieving the goals of the assessment. In this experiment, we focus on higher education in the technical domain. First, we conducted a student survey to identify the key factors that affect the quality of a question paper. The top factors we identified are question relevance, question difficulty, and time requirement. We explored the strategies to handle these factors and implemented them. We employ various concepts and techniques for the implementation. The system finally assigns a numerical quality score against these factors. The system is evaluated using a set of question papers collected from various sources. The experimental results show that the proposed system is quite promising. [ABSTRACT FROM AUTHOR]
- Published
- 2021
- Full Text
- View/download PDF
5. Just One More Thing: Getting the Most Out of One-Minute Papers.
- Author
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Stevens, T. Eloise
- Subjects
- *
EDUCATIONAL evaluation , *LIBRARY orientation , *ACADEMIC librarians - Abstract
The one-minute paper (OMP) is an easy-to-implement classroom assessment tool that is particularly well-suited to the familiar one-shot library instruction session. This article explores the ways that the one-minute paper can benefit academic librarians. Examples from the literature on teaching & learning and the author's own experience are used to illustrate potential benefits, including individualized outreach to students and program planning. [ABSTRACT FROM AUTHOR]
- Published
- 2019
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6. Papier- oder computerbasierte Kompetenztests? Eine Generalisierbarkeitsstudie zu Moduseffekten in Deutschland im Rahmen von TIMSS 2019.
- Author
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Jentsch, Armin, Beese, Christin, and Schwippert, Knut
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ACADEMIC achievement ,ACHIEVEMENT tests ,EDUCATIONAL evaluation ,CLASSROOM environment ,DIGITIZATION ,PROBLEM solving - Abstract
Copyright of Journal for Educational Research Online / Journal für Bildungsforschung Online is the property of Waxmann Verlag GmbH and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2023
- Full Text
- View/download PDF
7. A Systematic Review of Generative AI for Teaching and Learning Practice.
- Author
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Ogunleye, Bayode, Zakariyyah, Kudirat Ibilola, Ajao, Oluwaseun, Olayinka, Olakunle, and Sharma, Hemlata
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GENERATIVE artificial intelligence ,CITATION networks ,EVIDENCE gaps ,EDUCATIONAL evaluation ,EDUCATIONAL support ,ARTIFICIAL intelligence - Abstract
The use of generative artificial intelligence (GenAI) in academia is a subjective and hotly debated topic. Currently, there are no agreed guidelines towards the usage of GenAI systems in higher education (HE) and, thus, it is still unclear how to make effective use of the technology for teaching and learning practice. This paper provides an overview of the current state of research on GenAI for teaching and learning in HE. To this end, this study conducted a systematic review of relevant studies indexed by Scopus, using the preferred reporting items for systematic reviews and meta-analyses (PRISMA) guidelines. The search criteria revealed a total of 625 research papers, of which 355 met the final inclusion criteria. The findings from the review showed the current state and the future trends in documents, citations, document sources/authors, keywords, and co-authorship. The research gaps identified suggest that while some authors have looked at understanding the detection of AI-generated text, it may be beneficial to understand how GenAI can be incorporated into supporting the educational curriculum for assessments, teaching, and learning delivery. Furthermore, there is a need for additional interdisciplinary, multidimensional studies in HE through collaboration. This will strengthen the awareness and understanding of students, tutors, and other stakeholders, which will be instrumental in formulating guidelines, frameworks, and policies for GenAI usage. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
8. The future of school libraries: can school boards get on board? At the end of April 2009, the Ontario Public School Boards' Association released a discussion paper. The point of this document was for school trustees to engage the public (and the government) in my province in a meaningful, focused discussion about classrooms of the 21st century
- Author
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Abram, Stephen
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Market trend/market analysis ,Technology in education ,Educational technology -- Forecasts and trends ,Classroom management -- Forecasts and trends ,Education, Secondary -- Evaluation ,Educational evaluation - Abstract
If at first the idea is not absurd, then there is no hope for it. --Albert Einstein IT'S clearly reinvention time. Every conference, seminar, meeting, and what have you is […]
- Published
- 2009
9. Els cursos en línia oberts i massius: anàlisi crítica del nou model d’educació a distància i del paper de l’avaluació dels aprenentatges = Massive Open Online Courses: a critical analysis of the new model of distance education and the role of assessment in learning
- Author
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Fernández Ferrer, Maite, Cano García, Elena, and Universitat de Barcelona. Departament de Didàctica i Organització Educativa
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Campus virtuales ,Educació superior ,Cursos en línia oberts i massius ,Evaluación educativa ,Massive Open Online Courses ,Virtual campuses ,Educational evaluation ,Campus virtuals ,Ciències de l'Educació ,Enseñanza superior ,Higher education ,Avaluació educativa ,Cursos online masivos y abiertos - Abstract
Durant els darrers anys s’ha reivindicat la necessitat de tornar a analitzar l’educació a distància com a estratègia de futur per a les institucions d’educació superior. En aquest context els cursos en línia oberts i massius (Massive Open Online Courses o MOOCs) han generat un gran interès com a agents de canvi de l’educació universitària. En aquest sentit, l’estudi que es presenta a continuació cobreix un espai, en els seus inicis mancat de coneixement i recerca, que pretén respondre a les preocupacions inicials entorn aquesta nova modalitat formativa i a la seva pertinència en el món acadèmic i en el marc de l’educació superior. La tesis doctoral “Els cursos en línia oberts i massius: anàlisi crítica del nou model d’educació a distància i del paper de l’avaluació dels aprenentatges” pretén obrir una línia de recerca que permeti tenir dades reals sobre les possibilitats i les limitacions i problemàtiques d’aquesta nova modalitat formativa. De forma específica aquesta investigació doctoral se centra, en aquest cas, en el tema de l’avaluació dels aprenentatges en el context d’aquests cursos MOOC tenint en compte que, des del punt de vista didàctic, l’avaluació en els cursos en línia oberts i massius, i sobretot, la manca d’una avaluació formativa amb provisió d’un feedback constant als participants, ha estat un dels elements més criticats per part de la comunitat educativa. L’objectiu principal d’aquesta recerca és el de comprendre el sentit i l’abast dels MOOCs en el marc de l’educació superior en l’actualitat a partir de l’ús de sis fonts de recollida d’informació: l’anàlisi documental bibliogràfic; el qüestionari obert d’opinió al professorat de tecnologia educativa (27 respostes); el qüestionari obert als experts sobre els nous cursos en línia oberts i massius (20 respostes); l’anàlisi documental dels cursos en línia oberts i massius (1401 respostes); el qüestionari tancat d’opinió als estudiants d’educació superior (1425 respostes); i l’entrevista als experts en avaluació en línia (13 respostes). La següent tesis està formada per quatre grans blocs. El primer bloc el constitueixen quatre capítols. Es tracta del marc teòric que presenta una contextualització dels cursos en línia oberts i massius a través d’analitzar el paper de l’educació en línia en el marc de l’educació superior i com aquesta ha influenciat en les noves formes d’aprenentatges, per acabar introduint aquesta nova modalitat formativa i descrivint-la en la seva totalitat (origen i història, característiques generals, tipologia, plataformes, disseny i implicacions educatives, metodologia, perfil dels estudiants i rol dels docents). La fonamentació teòrica d’aquest treball acaba amb el focus en l’avaluació dels aprenentatges en els MOOCs i un resum en profunditat, segons la literatura, dels avantatges i les limitacions d’aquests cursos. El segon bloc, compost per un sol capítol, exposa en detall la metodologia de la investigació de manera que, a banda de presentar el paradigma, els objectius i la justificació del disseny metodològic de la tesis doctoral, es fa una descripció exhaustiva de cada un dels instruments de recollida d’informació elaborats, dissenyats i administrats en el marc de la recerca i durant els anys 2014, 2015 i 2016 (tècnica d’obtenció d’informació, procediment de recollida de dades, mostra i procediment d’anàlisi de dades). A continuació hi ha un tercer bloc que exposa els resultats d’aquesta tesis doctoral presentats per cada un d’aquests mateixos instruments o fonts de recollida d’informació i, per tant, format per cinc capítols. Per acabar hi ha un darrer bloc on es mostren les conclusions d’aquest estudi, que en aquest cas han estat presentades en relació als vuit objectius específics de la recerca. Aquesta tesis doctoral sobre el nou context dels cursos en línia oberts i massius i la compleció de l'anàlisi de les dimensions de la investigació estudiades han permès comprendre el sentit i l’abast dels MOOCs en el marc de l’educació superior en l’actualitat. I, concretament, l’estudi ofereix pistes sobre quina seria la millor manera per avaluar els aprenentatges en aquesta nova modalitat formativa., In recent years has claimed the need to rescan distance education as a future strategy for higher education institutions. In this context, the massive open online courses Massive Open Online Courses (or MOOCs) have generated great interest as agents of change in higher education. This doctoral thesis tries to open a clear line of research that allow to have real data on the possibilities, limitations and problems of this new learning modality focusing, specifically, in the subject of learning assessment in the context of these courses MOOCs. The main objective of this thesis is to understand the meaning and scope of MOOCs in the context of higher education today through eight specific goals needed to achieve this overall objective. These specific objectives have been responded from the use of the six sources of data collection: bibliography documental analysis; teachers of educational technology open questionnaires (27 responses); experts in Massive Open Online Courses open questionnaires (20 responses); edX, Coursera, Udacity and Miríada X MOOCs documental analysis (1,401 MOOCs); higher education students closed questionnaires (1,425 responses) and experts in online assessment interviews (13 responses). This thesis about the new context of Massive Open Online Courses and the completion of the analysis of the dimensions of the research studied have elucidated the meaning and scope of MOOCs in the framwork of higher education today. And, specifically, this study offers clues about what would be the best way to assess learning in this new distance modality.
- Published
- 2017
10. Implicit aspects of paper and pencil mathematics assessment that come to light through the use of the computer.
- Author
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Threlfall, John, Pool, Peter, Homer, Matthew, and Swinnerton, Bronwen
- Subjects
MATHEMATICS education ,RATING of students ,EDUCATIONAL evaluation ,COMPUTER assisted instruction in mathematics ,COMPUTER assisted instruction ,EDUCATIONAL technology ,MATHEMATICS exams - Abstract
This article explores the effect on assessment of ‘translating’ paper and pencil test items into their computer equivalents. Computer versions of a set of mathematics questions derived from the paper-based end of key stage 2 and 3 assessments in England were administered to age appropriate pupil samples, and the outcomes compared. Although in most cases the change to the different medium seems to make little difference, for some items the affordances of the computer profoundly affect how the question is attempted, and therefore what is being assessed when the item is used in a test. These differences are considered in terms of validity and legitimacy, that is whether the means used to answer a question in a particular medium are appropriate to the assessment intention. The conclusion is not only that translating paper and pencil items into the computer format sometimes undermines their validity as assessments, it is also that some paper and pencil items are less valid as assessments than their computer equivalents would be. [ABSTRACT FROM AUTHOR]
- Published
- 2007
- Full Text
- View/download PDF
11. Analysis of research papers using movies in nursing education
- Author
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Mi-Hae Im and Jin-A Oh
- Subjects
Medical education ,Nursing (miscellaneous) ,Research and Theory ,Leadership and Management ,business.industry ,media_common.quotation_subject ,Library science ,Empathy ,CINAHL ,Educational evaluation ,Mental illness ,medicine.disease ,Education ,Entertainment ,Movie theater ,Critical thinking ,medicine ,Nurse education ,business ,media_common - Abstract
Purpose: The purpose of this paper was to analyze research papers using movies and to introduce a practical instruction in cinema education for nurse educators in Korea. Method: The computerized database of PubMed, Google scholar, NDSL, CINAHL, and PsychINFO were used to generate relevant literature. Sixteen studies were published between 1990 and 2011 and were included in this review. These papers were analyzed using the matrix method suggested by Garrad (2007). Results: The first paper using movies in nursing education was performed in 1995. There were 16 studies on this issue and classified into one qualitative and 15 quantitative research. Because psychiatric mental health nursing was the main course, movies relating to mental illness were mainly considered. Most papers used questionnaires developed by researchers and discussions regarding the course. The key findings in these papers were all positive. Conclusion: The critics and syntheses in these papers emerged into seven overarching merits of cinema education and that lead to conduct cinema education to deepen students` understanding and to evoke empathy, critical thinking, entertainment, and intimacy. In addition, cinema education was safe and economical. This study recommends discovering suitable films and developments in both instruction process and educational evaluation tools.
- Published
- 2011
12. A Modified Regression Approach to the Problem of Comparing Two or More Groups with only One Paper in Common.
- Author
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Birnbaum, Ian
- Subjects
EDUCATIONAL evaluation ,EDUCATIONAL tests & measurements ,COMPARATIVE education ,REGRESSION analysis ,EDUCATIONAL standards ,RATING of students ,ACADEMIC achievement ,EDUCATION research - Abstract
Many English Examination Boards will make some use of the differentiated paper method of assessment in the new scheme of 16+ examining, but it is not clear whether problems of comparability have been adequately solved. This article presents an analysis based on well-defined assumptions incorporated into a measurement model and utilising regression. Marks on the paper not taken by a group are estimated from their joint marks on the common paper and the paper specific to their group. The marks are then weighted using the measurement model and combined to produce a rank order over both the groups. In an appendix, the weighting method used is related to the more usual method of weighting adopted when combining scores. [ABSTRACT FROM AUTHOR]
- Published
- 1982
- Full Text
- View/download PDF
13. Interesting statistics regarding the papers published in Journal of Educational Evaluation for Health Professions in 2017
- Author
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Yera Hur
- Subjects
Educational measurement ,Medical education ,020205 medical informatics ,MEDLINE ,02 engineering and technology ,Educational evaluation ,Health professions ,Education ,03 medical and health sciences ,0302 clinical medicine ,General Health Professions ,0202 electrical engineering, electronic engineering, information engineering ,030212 general & internal medicine ,Psychology - Published
- 2017
14. Perfil da educação ambiental na rede municipal de Curitiba, PR (2016-2017).
- Author
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Ho, Tatiane Lima, Biondi, Daniela, and Grise, Mayssa Mascarenhas
- Subjects
WASTE paper ,EMPLOYEE participation in management ,ENVIRONMENTAL education ,EDUCATIONAL evaluation ,SCHOOL environment ,CITIES & towns ,SCHOOL children - Abstract
Copyright of Pesquisa em Educação Ambiental is the property of Pesquisa em Educacao Ambiental and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2021
- Full Text
- View/download PDF
15. Does CBE Come Close To What It Should Be? A Case Study from the Developing World. Evaluating a Programme in Action Against Objectives on Paper.
- Author
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Kristina, T. N., Majoor, G. D., and van der Vleuten, C. P. M.
- Subjects
- *
MEDICAL education , *CURRICULUM , *COMMUNITY education , *EDUCATIONAL evaluation ,STUDY & teaching of medicine - Abstract
Context: A growing number of health professions schools have implemented programmes for community-based education (CBE) for their students. There are indications, however, that particularly in developing countries, CBE programmes are not always optimally implemented or sustained. Objective: To test the suitability of an established method for curriculum evaluation, combined with a set of generic objectives for CBE programmes, for evaluation of CBE programmes. Methods: As a case study, Coles and Grant's model for curriculum evaluation was applied to the CBE programme of the Medical Faculty of Diponegoro University (MFDU) in Semarang, Indonesia. Document analysis yielded information on the programme on paper; participatory observation and staff interviews on the programme in action. In addition, MFDU's CBE programme was evaluated against a set of generic objectives for CBE programmes recently designed by us. Results: MFDU has created great opportunities for its CBE programme in which, however, also significant weaknesses were revealed. (1) In the community, much time was spent on formal teaching; (2) Students' work in the community was not jointly identified with community members regarding the community's felt health needs; (3) There was rarely continuity, and evaluation or follow-up of the students' work in the community; and (4) No systematic programme evaluations are carried out. Discussion: This evaluation study showed shortcomings in the implementation of MFDU's CBE programme. The major weaknesses identified point at an underutilization of the opportunities and potential jeopardization of the facilities in the community. On the other hand, more time is needed in the CBE programme to establish the health needs to be addressed jointly with the community and to assess the impact of activities undertaken. A thorough review of the CBE programme, perhaps taking the outcomes of this study into account, could turn MFDU's CBE programme into a fine example for other medical schools in Indonesia and beyond. Conclusion: Coles and Grant's method for curriculum evaluation proved suitable for evaluation of a CBE programme in a developing country. After additional comparison with a reference list of objectives for CBE programmes, reasoned suggestions for programme can be made. [ABSTRACT FROM AUTHOR]
- Published
- 2005
- Full Text
- View/download PDF
16. Easing the transition from paper to screen: an evaluatory framework for CAA migration.
- Author
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McAlpine, Mhairi
- Subjects
INTERNET in education ,HIGHER education ,EDUCATIONAL tests & measurements ,EDUCATIONAL evaluation ,EDUCATIONAL change ,LEARNING - Abstract
Computer assisted assessment is becoming more and more common through further and higher education. There is some debate about how easy it will be to migrate current assessment practice to a computer enhanced format and how items which are currently re-used for formative purposes may be adapted to be presented online. This paper proposes an evaluatory framework to assess and enhance the practicability of large-scale CAA migration for existing items and assessments. The framework can also be used as a tool for exposing compromises between delivery mechanism and validity--exposing the limits of validity of modified paper based assessments and highlighting the crucial areas for transformative assessments. [ABSTRACT FROM AUTHOR]
- Published
- 2004
- Full Text
- View/download PDF
17. Editorial: Reframing and re-purposing assessment in higher education in the global South.
- Author
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Padayachee, Kershree and Naidoo, Kibbie
- Subjects
HIGHER education ,EDUCATIONAL evaluation ,COVID-19 pandemic ,EDUCATIONAL outcomes ,DEVELOPING countries - Abstract
This special issue focuses on the need for a fundamental reconceptualisation of assessment and feedback practices in higher education in the global south. Drawing on their experiences and assessment practices during the Covid-19 pandemic, the contributions highlight the lessons learnt, and how these may be leveraged to address present and future disruptions as well as ongoing inequities. The key themes running through the seven articles are the social dimension of assessment and feedback, and the urgency to shift towards more flexible and inclusive assessment practices. The message conveyed is the importance of care, connection and inclusive approaches to assessment and feedback in achieving the outcomes necessary for effective graduate participation in a world defined by inequity, complexity and change. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
18. Methodological-didactic teacher education in Italian secondary school and competence assessment1.
- Author
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Santis, Cristiana De, Carruba, Maria Concetta, and Martiniello, Lucia
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TEACHER education ,SECONDARY schools ,EDUCATIONAL evaluation ,TEACHER training - Abstract
The paper aims to reflect on the training of teachers in Italian lower and upper secondary schools by presenting the training activities carried out by the Pegaso Telematic University in the provision of the training course foreseen by Ministerial Decree 180/2022. The first training activities focused on the training of the course tutors, while the second focused on the feedback given to the teachers who followed the course, following the development of the competence assessment. The aim of this paper is to reflect on the replicability of the training actions presented and the lines of research that open up. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
19. The national educational panel study (NEPS) and methodological innovations in longitudinal large-scale assessments.
- Author
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Kutscher, Tanja, Sengewald, Marie-Ann, Gnambs, Timo, Carstensen, Claus H., and Aßmann, Christian
- Subjects
PANEL analysis ,MEASUREMENT errors ,TREND analysis ,SOFTWARE development tools ,EDUCATIONAL evaluation - Abstract
This editorial introduces a special issue of Large-Scale Assessments in Education (LSAE) that addresses key challenges in analyzing longitudinal data from large-scale studies. These challenges include ensuring fair measurement across time, developing common metrics, and correcting for measurement errors. The special issue highlights recent methodological innovations, particularly for studies like the National Education Panel Study (NEPS), providing approaches for improving the accuracy and robustness of longitudinal educational research. The papers in this issue present advances in methods for estimating trends, incorporating background information, and analyzing longitudinal relationships between constructs. Innovative approaches such as Bayesian modeling for borrowing historical information, continuous-time models for capturing developmental trends, and plausible value estimation provide practical solutions for researchers working with complex longitudinal data. In addition, the issue presents new software tools that facilitate the implementation of these advanced methodologies. Together, these papers contribute to both the theory and practice of educational assessment and provide valuable insights for those working with longitudinal data in national and international panel studies. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
20. IAESB releases Paper on education assessment practices
- Subjects
Educational evaluation ,Banking, finance and accounting industries ,Business ,Business, international - Abstract
The International Accounting Education Standards Board (IAESB), an independent standard-setting board supported by the International Federation of Accountants (IFAC), has released an International Education Information Paper to help professional organisations [...]
- Published
- 2010
21. A Systematic Literature Review of Student Assessment Framework in Software Engineering Courses.
- Author
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Fauzan, Reza, Siahaan, Daniel, Solekhah, Mirotus, Saputra, Vriza Wahyu, Bagaskara, Aditya Eka, and Karimi, Muhammad Ihsan
- Subjects
EDUCATIONAL evaluation ,SOFTWARE engineering education ,EDUCATIONAL objectives ,COMPUTER science education ,SUMMATIVE tests - Abstract
Background: Software engineering are courses comprising various project types, including simple assignments completed in supervised settings and more complex tasks undertaken independently by students, without the oversight of a constant teacher or lab assistant. The imperative need arises for a comprehensive assessment framework to validate the fulfillment of learning objectives and facilitate the measurement of student outcomes, particularly in computer science and software engineering. This leads to the delineation of an appropriate assessment structure and pattern. Objective: This study aimed to acquire the expertise required for assessing student performance in computer science and software engineering courses. Methods: A comprehensive literature review spanning from 2012 to October 2021 was conducted, resulting in the identification of 20 papers addressing the assessment framework in software engineering and computer science courses. Specific inclusion and exclusion criteria were meticulously applied in two rounds of assessment to identify the most pertinent studies for this investigation. Results: The results showed multiple methods for assessing software engineering and computer science courses, including the Assessment Matrix, Automatic Assessment, CDIO, Cooperative Thinking, formative and summative assessment, Game, Generative Learning Robot, NIMSAD, SECAT, Self-assessment and Peer-assessment, SonarQube Tools, WRENCH, and SEP-CyLE. Conclusion: The evaluation framework for software engineering and computer science courses required further refinement, ultimately leading to the selection of the most suitable technique, known as learning framework. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
22. External School Evaluation Feedback and School Self-Evaluation: What Feedback Is Provided?
- Author
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Figueiredo, Carla
- Subjects
EDUCATIONAL quality ,EDUCATIONAL evaluation ,SCHOOL improvement programs ,STATISTICAL hypothesis testing ,EDUCATIONAL objectives - Abstract
Concerns with educational quality have led to the implementation of external school evaluation (ESE), based on the premise that these processes can provide valuable information about schools and, consequently, create conditions for improvement. Improvement is based on the feedback, commonly in the form of an evaluation report, resulting from evaluations, describing the reality of each school, and providing clues and guidance for action and progress. Nonetheless, ESE still has a relatively weak impact on overall school improvement. With this in mind, this paper focuses on the potential of evaluation reports to promote improvement, aiming to answer the question: What kind of feedback on school self-evaluation (SSE) does ESE provide to schools? Focusing on the Portuguese case, the paper analyses the feedback regarding school self-evaluation provided in evaluation reports from the northern region of Portugal. The study concludes that the feedback provided in the reports is mainly descriptive and generic, referencing issues that apply to all schools rather than targeting issues specific to each school. This leads to the hypothesis that the vagueness of ESE feedback can explain the limited contribution external evaluations make towards SSE improvement in particular, and school improvement overall. The example of Portugal and self-evaluation can help bring to light where ESE processes are underperforming and require investment to achieve their goals. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
23. Research on Surgical Gesture Recognition in Open Surgery Based on Fusion of R3D and Multi-Head Attention Mechanism.
- Author
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Men, Yutao, Luo, Jian, Zhao, Zixian, Wu, Hang, Zhang, Guang, Luo, Feng, and Yu, Ming
- Subjects
ARTIFICIAL intelligence ,DEEP learning ,GESTURE ,EDUCATIONAL evaluation ,SURGICAL education ,SURGICAL robots - Abstract
Surgical gesture recognition is an important research direction in the field of computer-assisted intervention. Currently, research on surgical gesture recognition primarily focuses on robotic surgery, with a lack of studies in traditional surgery, particularly open surgery. Therefore, this study established a dataset simulating open surgery for research on surgical gesture recognition in the field of open surgery. With the assistance of professional surgeons, we defined a vocabulary of 10 surgical gestures based on suturing tasks in open procedures. In addition, this paper proposes a surgical gesture recognition method that integrates the R3D network with a multi-head attention mechanism (R3D-MHA). This method uses the R3D network to extract spatiotemporal features and combines it with the multi-head attention mechanism for relational learning of these features. The effectiveness of the R3D-MHA method in the field of open surgery gesture recognition was validated through two experiments: offline recognition and online recognition. The accuracy at the gesture instance level for offline recognition was 92.3%, and the frame accuracy for online recognition was 73.4%. Finally, its performance was further validated on the publicly available JIGSAWS dataset. Compared to other online recognition methods, the accuracy improved without using additional data. This work lays the foundation for research on surgical gesture recognition in open surgery and has significant applications in process monitoring, surgeon skill assessment and educational training for open surgeries. [ABSTRACT FROM AUTHOR]
- Published
- 2024
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24. Why do students resist assessment by group-work? Hearing critique in the complaint.
- Author
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Telling, Kathryn
- Subjects
EDUCATIONAL evaluation ,TUITION ,HIGHER education - Abstract
The cry that today's higher education students are particularly individualist is a commonly-heard one. In England, the considerable personal cost of tuition is often blamed for creating a series of negative student traits, including consumerism (an idea that one has bought the right to a degree) and individualism (a sense of the individual as the beneficiary of the bought product, as against any sense of collectivism, or education as public good). This paper explores one element of students' purported individualism: their resistance to group-work as an aspect of assessment. Presenting interview data with university students in England, it argues that such student disquiet does not stem from a resistance to collectivism in general. Using pragmatic sociology, the paper considers students' often gentle and humorous comments about group-work as critique, not complaint. Rather than understanding students' resistance to group-work as individualist grievance about doing something they would simply rather not do, this way of conceptualising their comments understands students as making critical points about what should be assessed for at university. It argues that this way of thinking about resistance to group-work leads us to take that resistance seriously, and in turn to take students seriously as interlocuters on educational matters. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
25. Bridging Teacher Knowledge and Practice: Exploring Authentic Assessment across Educational Levels.
- Author
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Hains-Wesson, Rachael and le Roux, Sanri
- Subjects
CAREER development ,AUTHENTIC assessment ,ASSESSMENT of education ,EDUCATIONAL evaluation ,EDUCATIONAL quality - Abstract
As teachers, we are living and working in times of abundant challenge and change. These challenges transpire across different education levels and sectors, including K–12, vocational, tertiary, and adult learning. Within this vast education ecosystem, a major challenge for all teachers is to allocate time, effort, and resources to ensure that their students receive a quality education with real-world implications, influencing soft-skill attainment, such as teamwork, communication, and critical thinking skills. In this article, the authors discuss, through a theoretical lens, the value of considering a national and universal approach to self- and peer-evaluations of authentic assessment tasks to improve teacher practice in Australia. Currently, there is modest opportunity amongst K–12 and tertiary teachers to comprehensively learn together, limiting cross-fertilisation of practice and interconnectedness, and as a national community of practice. The authors argue in this paper that offering an avenue to share knowledge and practice in authentic assessment design could potentially assist in addressing this challenge. Therefore, the article is dedicated to exploring the barriers and opportunities to advance a national and universal approach to transferable professional development in authentic assessment practice within the Australian education ecosystem. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
26. Educational Assessment Is an Enduring Theme of Numeracy.
- Author
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Vacher, H. L.
- Subjects
NUMERACY ,EDUCATIONAL tests & measurements ,EDUCATIONAL evaluation ,STATISTICAL literacy ,MATHEMATICAL ability - Abstract
The Assessment Theme Collection in this issue brings the count of papers on QL assessment to 22 out of the 136 papers (16.2%) in the journal's first 15 issues. After the first ten issues (our first five years), the counts were 13 and 85 respectively (15.1%). A table in this editorial updates the list of our papers on the subject. [ABSTRACT FROM AUTHOR]
- Published
- 2015
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- View/download PDF
27. Examining the nexus between medical education and complexity: a systematic review to inform practice and research.
- Author
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Ogden, Kathryn, Kilpatrick, Sue, and Elmer, Shandell
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MEDICAL literature ,MEDICAL education ,TEACHER development ,MEDICAL teaching personnel ,EDUCATIONAL evaluation ,LITERATURE reviews - Abstract
Background: Medical education is a multifarious endeavour integrating a range of pedagogies and philosophies. Complexity as a science or theory ('complexity') signals a move away from a reductionist paradigm to one which appreciates that interactions in multi-component systems, such as healthcare systems, can result in adaptive and emergent outcomes. This examination of the nexus between medical education and complexity theory aims to discover ways that complexity theory can inform medical education and medical education research. Methods: A structured literature review was conducted to examine the nexus between medical education and complexity; 5 databases were searched using relevant terms. Papers were included if they engaged fully with complexity as a science or theory and were significantly focused on medical education. All types of papers were included, including conceptual papers (e.g. opinion and theoretical discussions), case studies, program evaluations and empirical research. A narrative and thematic synthesis was undertaken to create a deep understanding of the use of complexity in medical education. Results: Eighty-three papers were included; the majority were conceptual papers. The context and theoretical underpinnings of complexity as a relevant theory for medical education were identified. Bibliographic and temporal observations were noted regarding the entry of complexity into medical education. Complexity was relied upon as a theoretical framework for empirical studies covering a variety of elements within medical education including: knowledge and learning theories; curricular, program and faculty development; program evaluation and medical education research; assessment and admissions; professionalism and leadership; and learning for systems, about systems and in systems. Discussion: There is a call for greater use of theory by medical educators. Complexity within medical education is established, although not widespread. Individualistic cultures of medicine and comfort with reductionist epistemologies challenges its introduction. However, complexity was found to be a useful theory across a range of areas by a limited number of authors and is increasingly used by medical educators and medical education researchers. This review has further conceptualized how complexity is being used to support medical education and medical education research. Conclusion: This literature review can assist in understanding how complexity can be useful in medical educationalists' practice. [ABSTRACT FROM AUTHOR]
- Published
- 2023
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- View/download PDF
28. Standards for Evaluations of Educational Programs, Projects, and Materials, by the Joint Committee on Standards for Educational Evaluation. McGraw-Hill, New York, 1981. $8.95 (Paper). 189 Pp
- Author
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Michael Bisesi
- Subjects
Engineering management ,Engineering ,Social work ,business.industry ,Learning standards ,Joint (building) ,Standards for Educational and Psychological Testing ,Educational evaluation ,business ,Social Sciences (miscellaneous) ,Education - Abstract
(1982). Standards for Evaluations of Educational Programs, Projects, and Materials, by the Joint Committee on Standards for Educational Evaluation. McGraw-Hill, New York, 1981. $8.95 (Paper). 189 Pp. Journal of Education for Social Work: Vol. 18, No. 1, pp. 120-122.
- Published
- 1982
29. Multiple imputation in big identifiable data for educational research: An example from the Brazilian Education assessment system.
- Author
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Ferrão, Maria Eugénia, Prata, Paula, and Gonzaga Alves, Maria Teresa
- Subjects
BIG data ,QUANTITATIVE research ,EDUCATION research ,EDUCATIONAL evaluation ,EDUCATIONAL tests & measurements - Abstract
Copyright of Ensaio: Avaliação e Políticas Públicas em Educação is the property of Ensaio: Avaliacao e Politicas Publicas em Educacao and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2020
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30. The Use and Effectiveness of an Online Diagnostic Support System for Blood Film Interpretation: Comparative Observational Study
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Claire Hutchinson, Michelle Brereton, Julie Adams, Barbara De La Salle, Jon Sims, Keith Hyde, Richard Chasty, Rachel Brown, Karen Rees-Unwin, and John Burthem
- Subjects
Decision support system ,decision support ,Computer science ,diagnosis ,Health Informatics ,Context (language use) ,Educational evaluation ,Online Systems ,Surveys and Questionnaires ,Diagnosis ,Web page ,External quality assessment ,blood cell morphology ,Humans ,External quality assessment in hematology ,digital morphology ,Medical diagnosis ,Blood cell morphology ,Original Paper ,Information retrieval ,Manchester Cancer Research Centre ,ResearchInstitutes_Networks_Beacons/mcrc ,Morphology education ,Decision support ,Identification (information) ,morphology education ,Digital morphology ,Observational study ,external quality assessment in hematology - Abstract
Background The recognition and interpretation of abnormal blood cell morphology is often the first step in diagnosing underlying serious systemic illness or leukemia. Supporting the staff who interpret blood film morphology is therefore essential for a safe laboratory service. This paper describes an open-access, web-based decision support tool, developed by the authors to support morphological diagnosis, arising from earlier studies identifying mechanisms of error in blood film reporting. The effectiveness of this intervention was assessed using the unique resource offered by the online digital morphology Continuing Professional Development scheme (DM scheme) offered by the UK National External Quality Assessment Service for Haematology, with more than 3000 registered users. This allowed the effectiveness of decision support to be tested within a defined user group, each of whom viewed and interpreted the morphology of identical digital blood films. Objective The primary objective of the study was to test the effectiveness of the decision support system in supporting users to identify and interpret abnormal morphological features. The secondary objective was to determine the pattern and frequency of use of the system for different case types, and to determine how users perceived the support in terms of their confidence in decision-making. Methods This was a comparative study of identical blood films evaluated either with or without decision support. Selected earlier cases from the DM scheme were rereleased as new cases but with decision support made available; this allowed a comparison of data sets for identical cases with or without decision support. To address the primary objectives, the study used quantitative evaluation and statistical comparisons of the identification and interpretation of morphological features between the two different case releases. To address the secondary objective, the use of decision support was assessed using web analytical tools, while a questionnaire was used to assess user perceptions of the system. Results Cases evaluated with the aid of decision support had significantly improved accuracy of identification for relevant morphological features (mean improvement 9.8%) and the interpretation of those features (mean improvement 11%). The improvement was particularly significant for cases with higher complexity or for rarer diagnoses. Analysis of website usage demonstrated a high frequency of access for web pages relevant to each case (mean 9298 for each case, range 2661-24,276). Users reported that the decision support website increased their confidence for feature identification (4.8/5) and interpretation (4.3/5), both within the context of training (4.6/5) and also in their wider laboratory practice (4.4/5). Conclusions The findings of this study demonstrate that directed online decision support for blood morphology evaluation improves accuracy and confidence in the context of educational evaluation of digital films, with effectiveness potentially extending to wider laboratory use.
- Published
- 2021
31. Fossilized Writing Errors of EFL Students: A Case Study of the English Department at Cihan University, Erbil.
- Author
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Azeez, Israa B.
- Subjects
ENGLISH as a foreign language ,ENGLISH language education ,CLASSROOM environment ,ERROR analysis in foreign language education ,EDUCATIONAL evaluation - Abstract
This study endeavors to investigate the fossilized writing errors of students in the English department at Cihan University, Erbil. Furthermore, the paper seeks to discern the underlying causes for these persistent fossilized forms and outline potential strategies to mitigate them. Twenty-five students were selected from the fourth stage in the English department to partake in three assessments conducted over the course of two semesters. Each assessment required the participants to write essays spanning 120–150 words about any subject. Subsequently, the writing samples from the initial two tests were scrutinized and corrected by the researcher then feedback was given to the students. The researcher categorized errors committed by learners of English based on three aspects; insights gleaned from previous studies, the errors in the tests, and interviews with English language instructors in the English department. The last test aimed to find out the fossilized or the persistent linguistic inaccuracies that continued appearing regardless of correction and feedback. The analysis revealed that students’ writing production is notably influenced by their mother tongue/first language and by faulty learning from the environment. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
32. Unveiling the Depth: An Exploration of the Conceptualization, Guiding Principles, and Theoretical Perspectives of Inclusive Curriculum.
- Author
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Kunwar, Settings Rajendra
- Subjects
INCLUSIVE education ,CURRICULUM ,EDUCATIONAL evaluation ,SOCIAL justice ,SCHOOL environment - Abstract
This paper explores the concept of inclusive curriculum in education, aiming to provide equal opportunities and meaningful learning experiences for all students. It discusses the holistic nature of inclusive curriculum, encompassing content, instructional methods, assessment strategies, and learning environments. The guiding principles of equity, access, and social justice, collaboration and partnerships, individualized support and differentiation, positive school climate and culture, and inclusive policies and systems are highlighted. The paper examines theoretical perspectives, including the social model of disability, constructivism, critical pedagogy, and universal design for learning. Emphasizing the importance of recognizing diverse identities and cultures, the paper concludes that embracing an inclusive curriculum fosters inclusive learning environments promoting diversity, equity, and meaningful participation. [ABSTRACT FROM AUTHOR]
- Published
- 2024
33. Exploring the social aspects of assessment practices in an engineering context.
- Author
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Hattingh, Teresa
- Subjects
LEARNING ,STUDENT development ,EDUCATIONAL evaluation ,ENGINEERING education ,ACADEMIC achievement - Abstract
Assessment is a powerful mechanism to leverage student learning and develop skills and practices that prepare students for the world of work. By extension, assessment can also play a critical role in creating learning contexts that are inclusive, responsive, and transformative. This paper draws on findings from a student survey, lecturer interviews, and student focus groups, conducted in an engineering school in South Africa, that provide a rich picture of the interaction between lecturer intentions, assessment practices, student experiences, and how these influence student intentions, actions, and ultimately learning. The findings presented in this paper focus on the social themes that emerged, highlighting the social nature of assessment practices and the role that these play in student identity, confidence, and engagement. The importance of a purposeful and holistically aligned assessment strategy is highlighted through several social themes, including the fairness and relevance of assessment tasks, feedback and relationships between lecturers and students, group work, the formation of social networks and community, and opportunities for including students as partners in assessment practices. The study reveals that a more collaborative and collectivist approach to assessment is needed. This is a significant finding that provides valuable insights that can be used to transform assessment practices, enhance student success, and facilitate social justice. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
34. Electronic Course Evaluations: Does an Online Delivery System Influence Student Evaluations?
- Author
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Avery, Rosemary J., Bryant, W. Keith, Mathios, Alan, Hyojin Kang, and Bell, Duncan
- Subjects
COLLEGE teachers ,EDUCATIONAL evaluation ,CURRICULUM evaluation ,STUDENT evaluation of curriculum ,STUDENT evaluation of teachers ,COLLEGE curriculum ,SURVEYS - Abstract
An increasing number of academic institutions are considering changing to Web-based systems to take advantage of efficiencies in the collection of end-of-semester course evaluations. In considering such a change it is important that researchers determine whether it will affect mean evaluation scores and response rates. We undertook this study in a department considering changing over to electronic course evaluations to determine the effect such a change would have on the quality of resulting course evaluation data. Study results found that Web-based evaluation methods lead to lower response rates, but that lower response rates did not appear to affect mean evaluation scores. They suggested that faculty evaluation scores will not be adversely affected by switching from paper to Web-based evaluations. [ABSTRACT FROM AUTHOR]
- Published
- 2006
- Full Text
- View/download PDF
35. Improving Quality of Administration Process in HEIs: Professional Competence Perceived by Academic Staff in Ukraine.
- Author
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Dehtjare, Jevgenija, Berjozkina, Galina, Mironova, Julija, Mogila, Igor, and Dolia, Olena
- Subjects
UNIVERSITY & college administration ,TEACHER competencies ,EFFECTIVE teaching ,EDUCATIONAL quality ,EDUCATIONAL evaluation - Abstract
The research purpose of this paper was to explore the evaluation of skills by academic staff to improve the quality of the administration process in higher education institutions (HEIs) from two perspectives. Firstly, the authors investigated whether there are statistically significant differences between the genders of academic staff in higher education institutions regarding the evaluation of their skills and competencies. Secondly, the study aimed to determine if there are statistically significant differences in competencies perceived between academic staff of STEM sciences and those with academic experience in other sciences in terms of assessing their professional competencies. The purpose was determined by the impact of self-assessment of professional competencies on the improvement of administrative processes. The survey, using the authors' developed questionnaire, was distributed in Ukraine from 2019 to 2023. 374 respondents were surveyed. To test hypotheses, the authors employed the Mann-Whitney U test for gender-related hypotheses and the Kruskal-Wallis test for hypotheses related to the area of scientific and academic activities. Due to the analysis carried out in the present research, the Mann-Whitney non-parametric test showed that there is no statistically significant difference between the gender groups and their professional competencies evaluation, which leads to the rejection of the first hypothesis. The second hypothesis was also rejected, as based on the Kruskal-Wally's test there is no statistically significant difference between the perception of the professional competencies among the academic staff of STEM and other sciences. Unlike other studies, this research specifically focuses on the differences between the self-assessment-based perceptions by genders and STEM sciences academic staff compared to representatives of other branches of science at HEIs in Ukraine. The practical value is achieved by the research thus ensuring administrative staff with defined competencies and self-assessment criteria. The research findings then will allow us to link competencies to administration processes and offer training and development opportunities based on identified competency gaps. The feedback mechanism might be established based on the research data and these self-assessment results might be incorporated into the performance evaluation processes, thus improving the quality of the educational process and its administration in HEIs. Practical implications are related to the state and period of the research, due to the present war in Ukraine. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
36. Uncovering the landscape of cross-national UK education research: an exploratory review.
- Author
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Majewska, Dominika and Johnson, Martin
- Subjects
EDUCATION research ,COMPARATIVE education ,EDUCATION policy ,EDUCATIONAL evaluation - Abstract
Internationally, research comparing education systems across countries and jurisdictions is valuable and can elicit nuanced insights into how particular systems operate. This paper's interest lies in considering the scope and content of research comparing education systems across the four UK nations (England, Northern Ireland, Scotland and Wales). This study sought to determine the coverage of UK cross-national comparative education research ('home international' research) between 2000 and 2022. We chose this time period as 1999 marks the devolution of education policy to each UK nation. We aimed to investigate what educational issues had been discussed in the literature and identify any gaps in the content covered by the research. An exploratory, high-level review of 'home international' education research was conducted, based on the review of abstracts. We searched several research databases using a variety of keyword combinations to identify relevant literature published since 2000. Our search identified 53 studies that met our selection criteria. Using a meta-synthesis approach, we coded the content of each abstract to build a picture of the range and thematic coverage of research involving comparisons between at least two of the four UK nations. The analysis of abstracts identified that, over the last two decades, UK 'home international' research has tended to include comparisons of all four nations, coverage of multiple educational phases and a focus on national education policy reviews. Furthermore, we pinpointed a number of gaps in coverage that might not have been anticipated (e.g. relatively little cross-national research focusing on assessment). This high-level review uncovers the landscape of recent 'home international' research, allowing us to view issues that are driving the cross-national research agenda in the UK and recognise implications relevant to education systems that may resonate with jurisdictions beyond these four UK nations. [ABSTRACT FROM AUTHOR]
- Published
- 2024
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37. THE CONCEPT OF COMPETITION IN EDUCATIONAL EVALUATION.
- Author
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SZŐKÖL, ISTVÁN and GABRHEĽOVÁ, GABRIELA
- Subjects
EDUCATIONAL evaluation ,ASSESSMENT of education ,STUDENT activities ,PSYCHOLOGICAL feedback ,TEACHERS ,LEARNING ,CONCEPT mapping ,DEEP learning - Abstract
The aim of the following study is to introduce the methods and the ways of pedagogical evaluation in harmony with the individual stages of the process of evaluation. We have divided the process of pedagogical evaluation in the following way: setting the goals, planning and organizing the pedagogical evaluation, collecting information, choosing the method, means and tools of evaluating the examined phenomenon of the pedagogical reality, evaluating and interpreting the results, deciding about the prognosis suggestion. The function of feedback in evaluation lies in the teacher's providing feedback to students on their performance, learning activities and the efforts made to perform the task. However, evaluation also fulfils an informative function, particularly in terms of providing study results to students and their parents. Evaluation in education sometimes functions to regulate student learning activities. If teachers formulate views on students, direct activities and draw attention to errors or incorrect procedures, they use the potential of the regulatory function of evaluation. In this paper, I introduce what is actually evaluated in education in terms of student performance or if their learning activities depend not only on the teacher's personal conception of the teaching itself, but also on some general concepts of education. The concept of evaluation gives a comprehensive view on the issue from the aspects of defining the process and applying the methods, means and results of evaluation. [ABSTRACT FROM AUTHOR]
- Published
- 2024
38. 人机协同的大学生个性化教育评价方法研究.
- Author
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周东波, 赵 帅, 李 卿, 孙建文, and 朱晓亮
- Abstract
Teaching students in accordance with their aptitude is a millennium dream of education and personalized cultivation of college students is an important content and foundation to achieve this goal. Data-driven personalized educational evaluation is an effective tool to measure the quality of talent training, and it is an inevitable requirement to adapt to the development of the artificial intelligence era. Traditional student evaluation mainly relies on the manpower of teachers and experts, which may cause problems like difficulties in data collection, too many links in the evaluation process, coarse-grained indicator data and low real-time current situation effect. And it is difficult to cope with the large number of students, process, all-round. and personalized development evaluation. Starting from the perspective of artificial intelligence empowering higher education and based on reviewing the current status of personalized educational evaluation for college students, this paper proposes a human-machine collaborative personalized educational evaluation method for college students. The core is to give full play to the advantages of the new generation of artificial intelligence technology. The interaction and collaboration between humans and artificial intelligence can not only effectively combine the advantages of human experts in high-order thinking such as abstraction and reasoning with the capabilities of machines in data computing, storage, processing and search but also enable comprehensive collection of multi-level. fine-grained and process-oriented data. Furthermore, it allows for the establishment of a human-guided. data-driven and human-machine collaborative evaluation method. achieving rapid. efficient comprehensive, and accurate personalized educational evaluation for large-scale student groups. Then it expounds the practical path of the human-machine collaborative personalized educational evaluation method for college students, which is specifically manifested in clarifying the evaluation standards through the human-machine co-construction of the educational evaluation index system and then using the human-machine collaboration model to implement the evaluation. Finally, from the perspectives of data collection. technology application index construction and human-machine collaboration four typical application cases in the context of personalized educational evaluation for college students were presented. These include personalized educational evaluation for college students online learning based on convolutional neural network technology. personalized knowledge evaluation for college students based on an ensemble knowledge tracking framework. personalized cognitive and emotional evaluation for college students based on multimodal perception technology, and personalized evaluation of college students' daily behavioral habits based on graph convolutional network technology.Compared with the existing researches, this paper expands in the following two aspects; first, it proposes a method and path for human-machine collaborative personalized educational evaluation, clarifies the relationship between humans and intelligent machines, the construction method of the evaluation index system, the modes of human- machine collaboration, and the development pathways, providing a reference for personalized educational evaluation of college students in the new era. Second, combined with the analysis of the four typical cases of personalized educational evaluation for college students in the higher education field, this paper validates the effectiveness of the human-machine collaborative personalized educational evaluation method by using convolutional neural networks. integrated knowledge tracking, multimodal emotion perception, and graph convolutional neural network technologies. The research in this paper, to some extent, points out the direction for the realization of data-driven personalized educational evaluation in the era of artificial intelligence. The educational evaluation index system co-constructed by humans and machines is the primary content of personalized educational evaluation, and the implementation evaluation of human-machine collaboration is a key part of personalized educational evaluation. The personalized educational evaluation of human-machine collaboration in education possesses data-driven, objectivity, and comprehensive standards, intelligent means all-weather, and extended service capabilities, which can significantly enhance the efficiency and quality of evaluation. It is a crucial means for the success of educational evaluation reform in the new era and an effective approach to realizing the modernization of educational evaluation. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
39. Grade Awarding Judgements in Differentiated Examinations.
- Author
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Good, F. J. and Cresswell, M. J.
- Subjects
EDUCATIONAL evaluation ,RATING of students ,EXAMINATIONS ,EDUCATIONAL tests & measurements ,PERFORMANCE ,OUTCOME-based education ,PERFORMANCE standards ,QUESTIONS & answers ,SCALING (Social sciences) - Abstract
The consistency of grade awarders' standards and the application of these standards to define comparable levels of achievement in differentiated examinations are investigated. An alternative statistical definition of comparability between grades from different versions of differentiated examinations is considered. Little variation in grading standards between teams of awarders was found for the examination as a whole, but some variation was apparent at individual grade boundaries on some components. In general, a higher proportion of candidates reached each grade boundary on easy components than on harder ones. It was thought probable that the standards that awarders apply to complete examinations were not always appropriate when applied to components which test only part of the syllabus. It is suggested that comparable standards of performance on different components should not be defined solely in terms of the awarders' judgements; the need for statistical comparability based on the candidates' responses should be taken into account. [ABSTRACT FROM AUTHOR]
- Published
- 1988
- Full Text
- View/download PDF
40. AI-generated feedback on writing: insights into efficacy and ENL student preference.
- Author
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Escalante, Juan, Pack, Austin, and Barrett, Alex
- Subjects
GENERATIVE artificial intelligence ,PSYCHOLOGICAL feedback ,CHATBOTS ,LANGUAGE models ,CHATGPT ,EDUCATIONAL outcomes ,GENERATIVE pre-trained transformers ,EDUCATIONAL evaluation ,ARTIFICIAL intelligence - Abstract
The question of how generative AI tools, such as large language models and chatbots, can be leveraged ethically and effectively in education is ongoing. Given the critical role that writing plays in learning and assessment within educational institutions, it is of growing importance for educators to make thoughtful and informed decisions as to how and in what capacity generative AI tools should be leveraged to assist in the development of students' writing skills. This paper reports on two longitudinal studies. Study 1 examined learning outcomes of 48 university English as a new language (ENL) learners in a six-week long repeated measures quasi experimental design where the experimental group received writing feedback generated from ChatGPT (GPT-4) and the control group received feedback from their human tutor. Study 2 analyzed the perceptions of a different group of 43 ENLs who received feedback from both ChatGPT and their tutor. Results of study 1 showed no difference in learning outcomes between the two groups. Study 2 results revealed a near even split in preference for AI-generated or human-generated feedback, with clear advantages to both forms of feedback apparent from the data. The main implication of these studies is that the use of AI-generated feedback can likely be incorporated into ENL essay evaluation without affecting learning outcomes, although we recommend a blended approach that utilizes the strengths of both forms of feedback. The main contribution of this paper is in addressing generative AI as an automatic essay evaluator while incorporating learner perspectives. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
41. Artificial Intelligence for Student Assessment: A Systematic Review.
- Author
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González-Calatayud, Víctor, Prendes-Espinosa, Paz, and Roig-Vila, Rosabel
- Subjects
ARTIFICIAL intelligence ,FORMATIVE evaluation ,EDUCATIONAL evaluation ,TEACHER training ,WEB databases - Abstract
Featured Application: The work provides insight into how AI is being applied to student assessment. Artificial Intelligence (AI) is being implemented in more and more fields, including education. The main uses of AI in education are related to tutoring and assessment. This paper analyzes the use of AI for student assessment based on a systematic review. For this purpose, a search was carried out in two databases: Scopus and Web of Science. A total of 454 papers were found and, after analyzing them according to the PRISMA Statement, a total of 22 papers were selected. It is clear from the studies analyzed that, in most of them, the pedagogy underlying the educational action is not reflected. Similarly, formative evaluation seems to be the main use of AI. Another of the main functionalities of AI in assessment is for the automatic grading of students. Several studies analyze the differences between the use of AI and its non-use. We discuss the results and conclude the need for teacher training and further research to understand the possibilities of AI in educational assessment, mainly in other educational levels than higher education. Moreover, it is necessary to increase the wealth of research which focuses on educational aspects more than technical development around AI. [ABSTRACT FROM AUTHOR]
- Published
- 2021
- Full Text
- View/download PDF
42. CURRENT EXTENSIONS ON PULSE.
- Author
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Dragos, Sanda
- Subjects
INSTRUCTIONAL systems ,COMPUTER science education ,EDUCATIONAL evaluation ,INTERACTIVE computer systems ,COMPUTER programming ,ONLINE education ,UNIVERSITIES & colleges - Abstract
Using a learning management system (LMS) is a common practise nowadays. Such instruments are used in educational institutions to enhance and support the teaching act as well as in industry for training purposes. In a computer science department of an university such instrument tends to be a basic requirement. That is because not only it allows a better management of courses and a better communication between students and professors, but can also serve as a perfect instrument for presenting teaching related materials for computer science subjects. During the years I have created and used several such instruments: a System with Interactive ackNowledgement and Evaluation of students work during laboratory sessions (SINE) [8, 9], a Php Utility used in Laboratories for Student Evaluation (PULSE) [6], and PULSE Extended [7]. The aim of this paper is to present the current enhancements of PULSE. [ABSTRACT FROM AUTHOR]
- Published
- 2010
43. Comparative Analysis of Veterinary Education: China in Comparison to Global Systems.
- Author
-
Hui Zhang, Qingxia Wu, Hongbo Jia, Zhaoxin Tang, Jiaqiang Pan, Lianmei Hu, Jianzhao Liao, Yongjiang Ma, and Ying Li
- Subjects
- *
VETERINARY medicine education , *EDUCATIONAL evaluation , *ACADEMIA , *PROFESSIONAL education , *VETERINARY medicine - Abstract
This study explores the status and lessons learned from veterinary medicine and its One health perspective in academia, comparing the systems of China with the rest of the world. For this purpose, multiple databases, including PubMed, CNKI, Web of Science, etc., were used to analyze various aspects of veterinary education in China. The paper is structured into sections including veterinary medicine in academic institutions, the development of veterinary culture, the status of veterinary education in China, issues and challenges, international comparisons, and optimization suggestions. In this study, a simple approach to the historical evolution of veterinary education in different developmental stages is revealed through a retrospective analysis. The section on the status of veterinary education in China focuses on critical areas such as talent cultivation, practical teaching and internships, educational evaluation systems, professional education, and innovation and entrepreneurship. Through the analysis of challenges and issues in Chinese veterinary education, the paper reveals inadequacies in curriculum systems and imbalances in internship and practical opportunities. Comparing with Europe, America, and developing countries, this paper offers insights and inspirations to guide the 'future development of veterinary education in China. Finally, the paper proposes optimization suggestions, including improvements to the curriculum system, strengthening practical teaching, and promoting international cooperation and exchange. These measures aim to propel Chinese veterinary education towards a healthier, more diverse, and internationalized direction, enhancing the overall quality of veterinary professionals to meet better veterinary workers, nonhuman animals, and one health in societal development. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
44. Detecting Areas of Improvement in Secondary Education: Listening to Management Teams and Teachers.
- Author
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Intxausti, Nahia Intxausti, Uria-Iriarte, Esther, and Azkarate-Morales, Ander
- Subjects
EDUCATIONAL leadership ,SECONDARY education ,MANAGEMENT education ,SECONDARY school students ,TEACHERS ,CENSUS ,CONFLICT management - Abstract
Copyright of Revista Colombiana de Educación is the property of Universidad Pedaggica Nacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2024
- Full Text
- View/download PDF
45. Qualitative expert evaluation of an educational intervention outline aimed at developing a shared understanding of cross-border healthcare.
- Author
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Beuken, Juliëtte A., Bouwmans, Mara E.J., Dolmans, Diana H.J.M., Hoven, Michael F.M., and Verstegen, Daniëlle M.L.
- Subjects
EDUCATIONAL evaluation ,REFLECTIVE learning ,MEDICAL personnel ,THEMATIC analysis ,MEDICAL care ,ADVANCE directives (Medical care) ,TEAM learning approach in education - Abstract
Copyright of GMS Journal for Medical Education is the property of German Medical Science Publishing House gGmbH and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2024
- Full Text
- View/download PDF
46. Pre-Service Teachers' Perceptions on the Use of Heritage in Secondary Education and Their Reception of Educational Materials from the Heritage and Museum Sector: A Case Study in Flanders (Belgium).
- Author
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Van Doorsselaere, Joris
- Subjects
STUDENT teachers ,SECONDARY education ,LITERATURE reviews ,PROTOCOL analysis (Cognition) ,TEACHER training ,EDUCATIONAL evaluation - Abstract
There has been a growing policy interest in establishing connections between heritage and education. Nevertheless, there seems to be very little evaluation or critical reflection on what actually happens in practice, and it remains unclear how heritage education is employed in countries throughout Europe. The aim of this paper is to assess the current status of heritage education in Flanders (the Dutch-speaking northern part of Belgium) via a literature review and an exploratory case study. The perceptions and opinions of pre-service teachers (n = 17) were investigated using three instruments: a questionnaire, document analysis, and the think aloud method. The results show that the pre-service teachers had a traditional interpretation of heritage, mainly relying on well-known and monumental examples and following a rather historical–artistic conception. However, it was found that their opinions were positive towards the use of heritage as an educational resource, and their evaluations of educational materials from the heritage and museum sector provided detailed information concerning teachers' desires and needs in this regard. The implications of this study should encourage initial teacher training in Flanders to further consider the epistemological and methodological challenges in the emerging field of heritage education. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
47. Data-Driven Decision-Making (DDDM) for Higher Education Assessments: A Case Study.
- Author
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Kaspi, Samuel and Venkatraman, Sitalakshmi
- Subjects
ASSESSMENT of education ,DIGITAL technology ,HIGHER education ,EDUCATIONAL evaluation ,BLENDED learning ,ACADEMIC ability - Abstract
The higher education (HE) system is witnessing immense transformations to keep pace with the rapid advancements in digital technologies and due to the recent COVID-19 pandemic compelling educational institutions to completely switch to online teaching and assessments. Assessments are considered to play an important and powerful role in students' educational experience and evaluation of their academic abilities. However, there are many stigmas associated with both "traditional" and alternative assessment methods. Rethinking assessments is increasingly happening worldwide to keep up with the shift in current teaching and learning paradigms due to new possibilities of using digital technologies and a continuous improvement of student engagement. Many educational decisions such as a change in assessment from traditional summative exams to alternate methods require appropriate rationale and justification. In this paper, we adopt data-driven decision-making (DDDM) as a process for rethinking assessment methods and implementing assessment transformations innovatively in an HE environment. We make use of student performance data to make an informed decision for moving from exam-based assessments to nonexam assessment methods. We demonstrate the application of the DDDM approach for an educational institute by analyzing the impact of transforming the assessments of 13 out of 27 subjects offered in a Bachelor of Information Technology (BIT) program as a case study. A comparison of data analysis performed before, during, and after the COVID-19 pandemic using different student learning measures such as failure rates and mean marks provides meaningful insights into the impact of assessment transformations. Our implementation of the DDDM model along with examining the influencing factors of student learning through assessment transformations in an HE environment is the first of its kind. With many HE providers facing several challenges due to the adoption of blended learning, this pilot study based on a DDDM approach encourages innovation in classroom teaching and assessment redesign. In addition, it opens further research in implementing such evidence-based practices for future classroom innovations and assessment transformations towards achieving higher levels of educational quality. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
48. A pesquisa multi/intercultural na Educação: possibilidades de articulação a processos educativos.
- Author
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Ferrão Candau, Vera Maria and Ivenicki, Ana
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ACADEMIC dissertations ,EDUCATIONAL planning ,EDUCATION research ,EDUCATIONAL evaluation ,TEACHER training - Abstract
Copyright of Ensaio: Avaliação e Políticas Públicas em Educação is the property of Ensaio: Avaliacao e Politicas Publicas em Educacao and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2024
- Full Text
- View/download PDF
49. Connotaciones atribuidas a la evaluación por futuros docentes de Educación Física en su primer año universitario presencial.
- Author
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Maldonado-Fuentes, Ana Carolina, Peña Vargas, Carmen Silvia, and Meza Romero, Juan Carlos
- Subjects
ASSESSMENT literacy ,PHYSICAL education teachers ,PEER review of students ,TEACHER training ,EDUCATIONAL evaluation ,FORMATIVE evaluation ,SELF-evaluation ,PHYSICAL education - Abstract
Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2024
50. On the Use of ChatGPT in Health Science Education: Opportunities and Obstacles.
- Author
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Alipio, Mark, Lantajo, Grace Meroflor, and Pregoner, Joseph Dave
- Subjects
CHATGPT ,SCIENCE education ,INDIVIDUALIZED education programs ,CURRICULUM planning ,EDUCATIONAL technology ,EDUCATIONAL evaluation - Abstract
This paper explores the role of Chat Generative Pre-trained Transformer (ChatGPT) in health science education. First, we describe the impact of the AI-powered language model on learning and curriculum development by probing into its ability to create personalized learning, adaptive assessments, and simulation-based training. Second, we discuss how ChatGPT can help in Clinical Decision Support Systems (CDSS) to enhance patient safety and minimize diagnostic errors. Third, the role of ChatGPT in patient communication and engagement is highlighted primarily in providing multilingual support and enhancing health literacy. Finally, we recognize several challenges and limitations on the use of ChatGPT and emphasized the need for a balanced approach that combines the strengths of AI-driven assistance with the expertise of human educators. By considering these factors, health science education stands poised to leverage ChatGPT's full potential, ultimately preparing a more proficient and empathetic healthcare workforce for the challenges of tomorrow. [ABSTRACT FROM AUTHOR]
- Published
- 2023
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