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Nowadays, computational intelligence-assisted autonomous assessment of education quality has become a more and more general concern in the area of smart education management. As education quality assessment is a complicated process with multiple heterogeneous factors, it remains challenging to make effective assessment using simple information modality and criteria. To deal with this issue, this paper introduces multiscale deep learning, and proposes a novel data-driven autonomous assessment framework for education quality. In particular, four aspects of heterogeneous indicators are selected as the basic indexes and a dilated convolutional neural network structure is formulated to perform multiscale feature extraction. Then, the structural equation is adopted to make multivariate characterization and output the final assessment results. At last, some simulations are carried out on realistic education operation data to evaluate the efficiency of the proposed autonomous assessment framework. Two aspects of findings can be deduced from the results. For one thing, multisource fusion of multiple indicators well makes sense to autonomous education assessment. For another, multiscale deep learning can provide some beneficial promotion to assessment efficiency. [ABSTRACT FROM AUTHOR]

Introduction: To summarize the development of Innovative Undergraduate Dental Talents Training Project (IUDTTP) and investigate the training effect of this extracurricular dental basic research education activity from 2015 to 2020 to obtain educational implications. Materials and Methods: The Guanghua School of Stomatology established the IUDTTP in 2015. The authors recorded the development process and analysed the participation situation, training effect, academic performance and overall satisfaction during 2015–2020 through documental analysis, questionnaire and quiz. The t‐test, chi‐square test and ANOVA were used to test the difference. Results: The educational goal, education module and assessment system of IUDTTP evolved and developed every year. A total of 336 students and 79 mentors attended the IUDTTP from 2015 to 2020, with the participation rate increasing from 45.1% to 73.5%. The participants exhibited favourable basic research abilities, manifesting as the increase of funded projects and published papers and satisfying quiz scores. Almost all students (94.94%) admitted their satisfaction with the IUDTTP. Moreover, the attended students surpassed the non‐participants in terms of GPA, the number of acquired scholarships and outstanding graduates (p <.05). Likewise, the enrolment rate of postgraduate participants was significantly higher than non‐participants. Conclusions: To date, the training effect indicated that the IUDTTP has fulfilled the education aim. It brought positive effects on promoting research interest, cultivating research capacities and enhancing academic performance. The potential deficiencies of extracurricular educational activities, including inflexibility in schedule and insufficiency in systematisms, may be remedied by more systematic educational settings in the future. [ABSTRACT FROM AUTHOR]

Introduction: The aim of this study was to assess the students' experience with education during the COVID‐19 pandemic, as well as to investigate their views moving forward after resumption of face‐to‐face education. Materials and Methods: A questionnaire was administered to dental students in clinical dental education at seven dental schools. The questionnaire included 33 items organized in three sections: (a) Demographics, (b) Perceptions/activity during lockdown, and (c) Perceptions/activity upon resumption of face‐to‐face teaching. Results: A total of 286 students from seven universities in Europe and Asia participated. Students' satisfaction with education during the pandemic varied among universities and ranged between 36%–80%, but students engaged in delivering emergency care had a significantly higher opinion (p =.001). Students who felt that their workload decreased, were commonly 24 years old or older (p =.015), male (p =.05) reported lower concentration and motivation, experienced a more severe disruption and valued lower the efforts of their universities to ensure the continuity of education (p =.009). The majority of the students (80.3%) felt confident to resume clinical training after the lockdown. In general, female students experienced a higher disruption of their education during the pandemic (p =.043) and expressed lower confidence to continue clinical training in comparison to their male colleagues (p =.001). Conclusion: Students' perception of their workload during the COVID‐19 lockdown was very diverse, with those experiencing a reduction in workload being more likely to express lower satisfaction as well. Female students experienced a higher level of disruption. Engaging students in the delivery of emergency care had a positive effect on their appreciation of the education. [ABSTRACT FROM AUTHOR]

An issue arising in emergency distance education procedures, such as the response to the COVID-19 pandemic, is a lack of appropriate high-quality content and course activities for high ability students suitable for distance education. In this study, online CAD-based learning experiences structured with the Tinkercad Circuits Platform designed for gifted students were investigated based on the opinions of students regarding the distance education activity and the evaluations of the students' scientific writing skills. This study used a single case holistic design with 10 gifted 6th-grade students at Usak Science and Art Center in Türkiye. All of the students stated that they had not previously encountered an activity such as the "smart air conditioning system". The students also stated that although the activity was carried out in the form of distance education, it was positive and fun to be application-based, and that it was fun to research, discuss, design, and code with Tinkercad to look for a solution to the given problem. The evaluation of students' products showed participants' high level of proficiency in activities requiring advanced problem-solving skills, including planning the solution to the problem, creating an alternative plan for the solution, realizing, and evaluating the design. [ABSTRACT FROM AUTHOR]

Objective: We assessed types of cadaveric head and brain tissue specimen preparations that are used in a high throughput neurosurgical research laboratory to determine optimal preparation methods for neurosurgical anatomical research, education, and training. Methods: Cadaveric specimens (N = 112) prepared using different preservation and vascular injection methods were imaged, dissected, and graded by 11 neurosurgeons using a 21-point scale. We assessed the quality of tissue and preservation in both the anterior and posterior circulations. Tissue quality was evaluated using a 9-point magnetic resonance imaging (MRI) scale. Results: Formalin-fixed specimens yielded the highest scores for assessment (mean ± SD [17.0 ± 2.8]) vs. formalin-flushed (17.0 ± 3.6) and MRI (6.9 ± 2.0). Cadaver assessment and MRI scores were positively correlated (P < 0.001, R2 0.60). Analysis showed significant associations between cadaver assessment scores and specific variables: nonformalin fixation (β = −3.3), preservation within ≤72 h of death (β = 1.8), and MRI quality score (β = 0.7). Formalin-fixed specimens exhibited greater hardness than formalin-flushed and nonformalin-fixed specimens (P ≤ 0.006). Neurosurgeons preferred formalin-flushed specimens injected with colored latex. Conclusion: For better-quality specimens for neurosurgical education and training, formalin preservation within ≤72 h of death was preferable, as was injection with colored latex. Formalin-flushed specimens more closely resembled live brain parenchyma. Assessment scores were lower for preparation techniques performed > 72 h postmortem and for nonformalin preservation solutions. The positive correlation between cadaver assessment scores and our novel MRI score indicates that donation organizations and institutional buyers should incorporate MRI as a screening tool for the selection of high-quality specimens. [ABSTRACT FROM AUTHOR]

Currently, there is a limited analysis of medical education research both domestically and internationally. To enhance, improve the quality of medical education, this study conducted a quantitative analysis of teaching project data from an affiliated hospital during the period 2016–2022. The results indicated that a total of 133 teaching projects were initiated during this period, with an average age of project leaders being 42.73±6.45 years. Regarding professional ranks and titles, municipal-level project leaders had a high concentration of seniors (48.15%), while at the university-level, most project leaders held the title of deputy seniors (58.82%). At the university-level, project leaders were mainly distributed between deputy senior titles (37.08%) and intermediate titles (38.20%). In terms of research content, nearly half of the studies (46.62%) focused on teaching methods and models. Further regression analysis revealed that professional ranks and titles were an independent factor influencing the project level (P<0. 05). These findings suggest the need for improvement in medical education research, including addressing the uneven distribution of research topics, enhancing the research capacity of junior and mid-career medical education teachers, and improving the dissemination of research results. [ABSTRACT FROM AUTHOR]

Assessing the effectiveness of physical education instruction, students' learning, and the feedback received from the teaching process are all vital components of the physical education teaching process in colleges and universities. Improving the quality of physical education instruction in these settings is essential. With its ability to drive the digital revolution of physical education in schools, intelligent technology is bringing about significant changes in the field of education and drawing attention from people from all walks of life. To assess intelligent technology's impact on physical education instruction in a scientific manner, this study utilizes the latest intelligent analysis and sensing data mining to design an intelligent physical education measurement and evaluation model, which utilizes GPS positioning, built-in maps, and gravity sensing to provide real-time feedback on the trajectory, distance, and time of the movement, and then calculates the real-time and average speed of the movement, as different students' body postures to achieve the the same effect when the required speed is not the same, this paper randomly selected students with different BMI index for empirical analysis. The experimental results show that the principal components of the factor analysis extracted four common factors with a cumulative contribution rate of 69.5%, and the test-retest reliability of the four dimensions is 0.665–0.862. [ABSTRACT FROM AUTHOR]

Higher education evaluation presents itself as a worldwide trend. It aims to improve performance due to its importance for economic and personal growth. Graduate activities are essential for Brazilian research and innovation systems. However, previous studies have disregarded the importance of this educational level and have evaluated efficiency by jointly considering teaching and research or only undergraduate courses. Therefore, this study contributes to Brazilian reality by proving a national graduate activities efficiency evaluation that considers them as a two-stage system (formative and scientific production stages). The study provides three main methodological contributions by presenting a new centralized two-stage dynamic network data envelopment analysis (DNDEA) model with shared resources. Besides measuring efficiency, an efficiency decomposition based on a leader–follower assumption shows managers how much efficiency can alter when one of the stages needs to be prioritized. Finally, a new framework based on modified virtual inputs and outputs provides a bi-dimensional representation of the efficiency frontier. Results indicate the usefulness of the approach for ranking universities, and the need to improve scientific production, highlighting the negative impacts of COVID-19 on the formative process efficiency and showing no significant regional discrepancies regarding performance. [ABSTRACT FROM AUTHOR]

Nearly all music educators assign grades to students. However, not all methods for grading are equally effective at reporting student achievement. This article describes one approach to grading, standards-based grading, that has the potential to support music educators' efforts to achieve grades that are honest, meaningful, and fair. General principles and specific recommendations for ensemble music teachers are discussed. [ABSTRACT FROM AUTHOR]

Innovation and entrepreneurship education is an important component of cultivating the comprehensive quality of college students and an important force in promoting economic and social development. Meanwhile, due to changes in the social environment and economic structure, traditional university education is no longer able to meet the needs of contemporary society. Therefore, innovation and reform of innovation and entrepreneurship education for college students are urgent. Innovation and entrepreneurship education for college students needs to keep up with the times, constantly update concepts and techniques, in order to adapt to the ever-changing social and economic environment. The innovation and entrepreneurship education evaluation in the application-oriented vocational colleges is a multiple-attribute decision-making (MADM) problem. Recently, the TODIM and TOPSIS technique has been used to cope with MADM issues. The Type-2 neutrosophic numbers (T2NNs) are employed as a technique for characterizing uncertain information during the innovation and entrepreneurship education evaluation in the application-oriented vocational colleges. In this paper, the Type-2 neutrosophic number TODIM-TOPSIS (T2NN-TODIM-TOPSIS) technique is implemented to solve the MADM under T2NNs. Finally, a numerical case study for innovation and entrepreneurship education evaluation in the application-oriented vocational colleges and several comparative analysis is implemented to validate the proposed T2NN-TODIM-TOPSIS technique. The main research contribution of this paper is managed: (1) the TODIM and TOPSIS technique was enhanced with T2NNs; (2) Entropy technique is enhanced to manage the weight values with T2NNs. (3) the T2NN-TODIM-TOPSIS technique is founded to manage the MADM with T2NNs; (4) Algorithm framework for innovation and entrepreneurship education evaluation in the application-oriented vocational colleges and several comparative analysis are constructed based on one numerical example to verify the effectiveness of the T2NN-TODIM-TOPSIS technique. [ABSTRACT FROM AUTHOR]

Since the new century, the main theme of my country's higher education is to improve the quality of teaching. To this end, the education administrative department and the vast number of colleges and universities have done a lot of work. Looking back, this teaching quality construction involving thousands of colleges and universities across the country has attracted much attention from all walks of life. The government as the organizer promotes the active participation of colleges and universities in the form of teaching evaluation under the leadership of administrative authority and the "quality engineering" project with resources and reputation, which has played a huge role in improving the teaching quality of colleges and universities. The teaching quality evaluation in higher education is a classical multi-attribute group decision-making (MAGDM) issue. Recently, the Exponential TODIM (ExpTODIM) method has been used to cope with MAGDM issues. The 2-tuple linguistic neutrosophic sets (2TLNSs) are used as a tool for characterizing uncertain information during the teaching quality evaluation in higher education. In this paper, the 2-tuple linguistic neutrosophic number ExpTODIM (2TLNN-ExpTODIM) is built to solve the MAGDM under 2TLNSs. In the end, a numerical case study for teaching quality evaluation in higher education is given to validate the proposed method. The main contribution of this paper is constructed: (1) the Exponential TODIM (ExpTODIM) method is extended to the PLTSs; (2) the 2-tuple linguistic neutrosophic number ExpTODIM (2TLNN-ExpTODIM) is built to solve the MAGDM under 2TLNSs; (3) Finally, a numerical case study for teaching quality evaluation in higher education is given to validate the proposed method. [ABSTRACT FROM AUTHOR]

Auburn University implemented a meta-assessment process in 2015 to improve assessment practices and support faculty responsible for educational programs. The Office of Academic Assessment (OAA) was created to provide resources, training, and support for faculty. The meta-assessment process involves evaluating and providing feedback on annual assessment plans for over 400 academic programs. The OAA also developed a Quality of Assessment Rubric to evaluate assessment practices and provide formative feedback. The university has seen improvements in assessment practices over the years, although there was a decline in average scores in 2021 due to revised expectations. The OAA is now focusing on the use of assessment results and developing learning improvement plans to further enhance student learning. [Extracted from the article]

Clinical judgment in renal donor organ and recipient selection is gained through fellowship and mentorship in early career. We aim to understand the past and current state of organ acceptance education. We developed and distributed an anonymous, national survey to American Society of Transplant Surgeons faculty members and transplant surgery fellows in 2022. Survey questions explored in detail the evaluation of organ offers, the extent of formal education in organ evaluation, and attitudes regarding training adequacy. Ninety-eight attending surgeons (65 men, 25 women, and 3 nonbinary) and 38 fellows (25 men, 6 women, and 2 nonbinary) responded. Seventy-eight percent of attending surgeons and 6% of fellows take primary organ offers. Forty-four percent of fellows report no didactic education in donor evaluation and recipient selection. Fellows report that discussion with attending surgeons (37.2%) and independent study of the literature (35.4%) are their primary modes of learning. Fellows call for additional clinical decision-making experience (47.3%), further didactic sessions (44.7%), and additional discussions with faculty (44.7%). Sixty-four percent of fellows and 55% of attendings felt their training provided adequate education about donor selection. Our responses suggest gaps in education regarding donor and recipient selection. Increased clinical experience and standardized education at the national level represent opportunities for improvement. [ABSTRACT FROM AUTHOR]

Background: Experiential learning is increasingly important in public health education. Purpose: Based on 33 studies, this is the first scoping review that provides clarity on the types of experiential learning activities (ELAs) used in public health education and the evaluation results from the perspectives of three stakeholders involved: students, faculty, and communities/external agencies. Methodology/Approach: A total of 1,912 citations were sourced from six electronic databases (Education Resources Information Centre, ProQuest Central, PubMed, Scopus, STM Source, and Web of Science) and manual searches (reference lists of included studies) independently by two researchers. A random-effects meta-analysis using forest plots and a meta-synthesis using a thematic synthesis approach were conducted. Findings/Conclusions: There was a diverse range of community-, classroom-, and work-focused ELAs used. Meta-analysis revealed positive outcomes in student satisfaction, problem-solving, and communication skills. This was triangulated with the meta-synthesis results, which also indicated an overwhelmingly positive attitude toward experiential learning by all three stakeholders. Implications: Future educational programs should consider the factors that contributed to the positive experiences from all three stakeholders' perspectives, address the various challenges highlighted in this review to refine the experience, and assess the negative experiences of faculty, and community/external agencies in greater detail. [ABSTRACT FROM AUTHOR]

Objective: Guided by social exchange theory, we used mixed methods to examine youth romantic relationship concerns, perceived gains from a relationship education curriculum, and the extent to which the curriculum addressed adolescents' concerns. Background: Adolescents' relationships influence the health of their future romantic relationships. Relationship education is increasingly offered to youth in the United States, but few studies examine how well these programs address youth concerns. Methods: Phenomenological content analysis was used to analyze short‐response qualitative data (n = 267) about romantic relationship concerns (pretest) and programmatic gains (posttest). Themes were then compared to examine how well the curriculum addressed youth concerns. Quantitative pretest–posttest outcomes were also examined among a larger sample (n = 9,130). Complementarity was used to consider qualitative and quantitative findings together. Results: Participants' pretest concerns included relationship knowledge (i.e., how, with whom, and when to have a relationship), and relationship risks (e.g., cheating, coercion). Posttest themes suggested that program content largely addressed participants' concerns (i.e., increased knowledge, ability to discern healthy and unhealthy relationships). Quantitative analyses yielded significant changes in four measures of participant attitudes pretest to posttest, with increased relationship knowledge and healthier attitudes. Conclusions: Youth perceived that relationship education gave them tools that addressed their stated concerns; quantitative data suggest the program had its intended effect. Implications: Youth relationship education is a positive preventative intervention. [ABSTRACT FROM AUTHOR]

Focused assessment with sonography for trauma (FAST) is a valuable ultrasound procedure in emergency settings, and there is a need for evidence-based education in FAST to ensure competencies. Immersive virtual reality (IVR) is a progressive training modality gaining traction in the field of ultrasound training. IVR holds several economic and practical advantages to the common instructor-led FAST courses using screen-based simulation (SBS). This prospective, interventional cohort study investigated whether training FAST using IVR unsupervised and out-of-hospital was non-inferior to a historical control group training at a 90 min SBS course in terms of developing FAST competencies in novices. Competencies were assessed in both groups using the same post-training simulation-based FAST test with validity evidence, and a non-inferiority margin of 2 points was chosen. A total of 27 medical students attended the IVR course, and 27 junior doctors attended the SBS course. The IVR group trained for a median time of 117 min and scored a mean 14.2 ± 2.0 points, compared with a mean 13.7 ± 2.5 points in the SBS group. As the lower bound of the 95% confidence interval at 13.6 was within the range of the non-inferiority margin (11.7–13.7 points), training FAST in IVR for a median of 117 min was found non-inferior to training at a 90 min SBS course. No significant correlation was found between time spent in IVR and test scores. Within the limitations of the use of a historical control group, the results suggest that IVR could be an alternative to SBS FAST training and suitable for unsupervised, out-of-hospital courses in basic FAST competencies. [ABSTRACT FROM AUTHOR]

This study aims to evaluate the quality of physical education in colleges and universities by using the evaluation method based on fuzzy logic. First, summarize the basic concept of fuzzy logic and its application in the evaluation process. Then, a physical education quality evaluation index system covering teaching quality and students' physical quality, teachers' team construction, sports facilities and management is constructed. Then, the evaluation object and evaluation level are determined, and the specific evaluation results and ranking are calculated by fuzzy comprehensive evaluation model. In the empirical analysis, use the simulation data for model application and result analysis, and further find the problems existing in college physical education. Finally, in view of these problems, a series of improvement and optimization suggestions are put forward. This study shows that the evaluation method of physical education quality based on fuzzy logic can effectively reflect the diversity and complexity of education quality, and provide a practical evaluation tool for colleges and universities. At the same time, this study also provides a reference for other universities to help them better understand their own problems, so that they can take effective measures to improve. In addition, this method can be applied to other fields of education quality evaluation in the future, so as to provide more useful information for education reform and development. [ABSTRACT FROM AUTHOR]

The Assessment Institute in Indianapolis is a prominent event focused on assessing and improving higher education. It features various educational sessions, workshops, keynote addresses, and poster presentations, attracting over 1,100 attendees from all 50 states and multiple countries. The 2023 Institute highlighted the release of the 2nd edition of Trends in Assessment, which explores major topics and emerging trends in higher education assessment. Recurring themes from the sessions included diversity, equity, and inclusion, using credible evidence in instruction and learning assessment, and promoting student development. The 2024 Institute will feature thematic keynotes on engaged learning, inclusive environments, innovative instruction, strategic directions, and student success. Additionally, a new Assessment Scholars Academy will be launched to support scholarly inquiry and research in assessment and improvement. [Extracted from the article]

Under the premise of today's socialist modernization construction, the development and progress of the country require more outstanding talents such as aspiring youth and intellectuals to participate, which puts forward higher requirements for education quality indicators and various aspects of operation. As the main institution and environment for implementing educational activities, the effectiveness of school management organization has a direct impact and even a decisive role on the quality of education. Therefore, how to improve the quality management of school education has become a hot topic in the education industry. The education quality management evaluation in higher education institutions is viewed as the multiple-attribute decision-making (MADM) issue. In this paper, the interval-valued neutrosophic number cross-entropy (IVNN-CE) technique is built under interval-valued neutrosophic sets (IVNSs) based on the traditional cross-entropy technique. Then, combine traditional cross-entropy technique with IVNSs, the IVNN-CE technique is constructed for MADM under IVNSs. Finally, the numerical example for education quality management evaluation in higher education institutions was constructed and some comparisons is employed to verify advantages of IVNN-CE technique. The main contribution of this paper is constructed: (1) the cross-entropy model is extended to IVNSs; (1) the CRITIC technique is employed to construct the attribute weights under IVNSs; (3) the IVNN-CE technique is constructed to manage the MADM under IVNSs; (4) a case study about education quality management evaluation in higher education institutions is constructed to show the built technique; (5) some comparative algorithms are constructed to verify the rationality of IVNN-CE technique. [ABSTRACT FROM AUTHOR]

This paper discusses the relevance and experience of Pure Consciousness through a technique called Transcendental Meditation (TM). It posits the idea that this technique of meditation can prove to be a useful spiritual tool during the current pandemic and talks about its effects on education, mental health, as well as physical health through a review of scientific studies on TM. It establishes the importance of Transcendental Meditation as a technique coming from a Vedic tradition for holistic growth. It further emphasizes the scientific validity of this technique to prove its practical relevance. [ABSTRACT FROM AUTHOR]

Introduction: The level of BLS achievement at the end of basic education is not clear, so to develop a BLS training program using QCPR Learner? and to verify its effectiveness. Methods: A quantitative descriptive study design was used. The developed BLS program was implemented for 81 fourth-year students at the school of nursing. The program consisted of 2 minutes of training per student and real-time feedback by QCPR Learner? as well as feedback among students and from faculty members and was conducted twice for each student. Evaluation was conducted from three aspects: learner response and program evaluation both using questionnaires, learning achievement of QCPR score. Results: The mean values of learners' responses before and after the program were: attention, 4.32 before and 4.59 after; relevance, 4.48 before and 4.75 after; confidence, 2.32 before and 3.78 after; and satisfaction, 2.12 before and 3.41 after, which increased significantly after the program. The QCPR Learner? scores increased significantly from 74.08 for the first time to 86.76 for the second time. In the free response, some respondents stated that "visualisation of the procedure by the application improved my skills." Conclusion: The results of the evaluation from three aspects showed that this program was effective in improving students' motivation to learn and skills. [ABSTRACT FROM AUTHOR]

The abrupt emergence and rapid advancement of generative artificial intelligence (AI) technologies, transitioning from research labs to potentially all aspects of social life, has brought a profound impact on education, science, arts, journalism, and every facet of human life and communication. The purpose of this paper is to recapitulate the use of AI in education and examine potential opportunities and challenges of employing generative AI for educational assessment, with systems thinking in mind. Following a review of the opportunities and challenges, we discuss key issues and dilemmas associated with using generative AI for assessment and for education in general. We hope that the opportunities, challenges, and issues discussed in this paper could serve as a foundation for educators to harness the power of AI within the digital learning ecosystem. [ABSTRACT FROM AUTHOR]

Increasingly, the methods of measurement and evaluation in distance education applications have been discussed in light of the pandemic. In this study, the use of virtual learning environments in higher education as an assessment tool has been examined. The chosen platform for this purpose was the UKEY (Uludağ University Institutional, Educational, and Research Activities Governance System) virtual learning platform. During the 2019-2020 academic year, when the pandemic had a significant impact, online open-ended questions were posed to 46 academics who used the UKEY platform. The preparation of open-ended questions was based on the Unified Theory of Acceptance and Use of Technology-2 (UTAUT-2). Research was designed as a case study, and the collected data was subjected to descriptive analysis. Member checking method was utilized, and how the themes were interpreted was reviewed through semi-structured interviews with five participants. According to the results of the study, the behavioral intentions of the participants towards using the UKEY platform varied. It was found that the platform partially met performance expectations but required considerable effort. Facilitating conditions had a positive impact on users, and in the context of social influence, student behaviors significantly affected the academics. UKEY had not yet become a habit, and these variables were found to have a significant impact on usage intention. The results of the study were discussed within the framework of concepts such as online anonymity, the integration of technology with a pedagogical perspective, and the need for a paradigm change in education. [ABSTRACT FROM AUTHOR]

China's education has entered the era of quality, and in order for higher vocational colleges to develop better, effective measures must be taken to improve the quality of education. Facing the continuous innovation of education in higher vocational colleges, it is necessary to strengthen institutional construction and constrain educational management with institutional constraints, which is the key to ensuring the education quality. The higher vocational education quality evaluation in the new era is regarded as multiple attribute decision-making (MADM). Recently, the EDAS and CRITIC model has been employed to solve MAGDM. The triangular fuzzy neutrosophic sets (TFNSs) are constructed as an efficient tool for portraying the uncertain information during the higher vocational education quality evaluation in the new era. In this paper, the triangular fuzzy neutrosophic number EDAS (TFNN-EDAS) model based on the Hamming distance and Euclid distance is constructed to solve the MADM under TFNSs. The CRITIC method is utilized to obtain the weight information based on the Hamming distance and Euclid distance under INNSs. Finally, a numerical example of higher vocational education quality evaluation in the new era is constructed and some efficient comparisons are founded to verify the TFNN-EDAS method. [ABSTRACT FROM AUTHOR]

As China's economic and social development enters a new stage, the role of innovation and entrepreneurship is becoming increasingly prominent, and its importance is also being emphasized. As the main force for future employment and national economic construction, college students naturally become the new force for innovation and entrepreneurship. Therefore, it is imperative for universities to carry out in-depth innovation and entrepreneurship education (IEE) for college students. Then, with the continuous development of social development needs and the professional growth needs of college students, the "innovation and entrepreneurship" education for college students should also be adjusted in a timely manner in terms of educational concepts, models, and methods. The IEE environment evaluation in universities under the background of " Double Innovation" is looked as multiple attribute decision-making (MADM). In this paper, the information entropy model is employed to calculate the objective weight of the evaluation attribute. Then, interval-valued intuitionistic fuzzy Combined Compromise Solution (IVIF-CoCoSo) is built based on the Hamming distance and Euclid distance to cope with MADM under interval-valued intuitionistic fuzzy sets (IVIFSs). The new MADM method is proposed for IEE environment evaluation in universities under the background of " Double Innovation". Finally, the IVIF-CoCoSo approach is compared with existing methods to verify the effectiveness of IVIF-CoCoSo algorithm. The main contributions of this constructed paper are: (1) the IVIF-CoCoSo method is built based on the Hamming distance and Euclid distance. (2) the information entropy model is employed to calculate the objective weight of the evaluation attribute. (3) The new MADM method is proposed for IEE environment evaluation in universities under the background of " Double Innovation" based on IVIF-CoCoSo. (4) The IVIF-CoCoSo model is compared with existing methods to verify the effectiveness of the IVIF-CoCoSo algorithm. [ABSTRACT FROM AUTHOR]

This paper examines the selection mechanism underlying the association between overweight/obesity and educational aspirations of adolescents. This is a cross-sectional study based on a survey conducted in secondary schools in Spain in 2016. We estimate linear probability models to determine the association between adolescents' body mass index (BMI) and their expectations to obtain a university degree, as well as their school choices representing the most usual path towards higher studies. To address the potential endogeneity of BMI, we use the instrumental variables (IV) method. Additionally, we account for potential unobserved heterogeneity by including school fixed-effects and a wide set of individual and family characteristics in our analysis. Our results indicate that adolescents with a higher BMI have lower expectations to obtain a university degree and are less likely to enrol in high school with the intention to pursue higher education in the future. The estimated effect is quite sizable and statistically significant only for girls. We estimate that a five-unit increase in BMI (e.g., the change between healthy weight and overweight) reduces girls' expectations to complete higher education by 19 percentage points and odds of enrolling in high school (vs. vocational training) by 21 percentage points. We provide empirical evidence supporting the selection hypothesis behind the relationship between BMI and adolescents' educational aspirations. That is, unhealthy weight in adolescence is associated with poorer aspirations for further education. Lower educational aspirations during adolescence can lead to lower academic achievement, which in turn, may result in poorer health, labour market outcomes, and well-being during adulthood. [ABSTRACT FROM AUTHOR]

The performance evaluation models proposed in the scientific literature to support the decision-making process in the context of sustainability in Higher Education Institutions (HEIs) present gaps with respect to the design process. In relation, to the management of environmental education in HEIs, there is an absence of decision support models. In this context, the objective of the research is to build a model for evaluating the performance of environmental education for an undergraduate course at a public university. It is a case study, with data collection through interviews with the Course Coordinator, complemented by questionnaires and documental analysis. The intervention instrument used was the Multicriteria Methodology for Decision Aiding-Constructivist (MCDA-C). The main results were explored showing the process of building a performance evaluation model, considering the singularity of the context, the flexibility in the elaboration process and interactivity with different stakeholders. Additionally, efforts were focused on the presentation of the final assessment model, demonstrating the potential of the MCDA-C methodology as a practical tool to support the decision-making process, and on the discussion of the model developed in relation to the literature reviewed. The model built allows the decision maker to understand the environmental education intertwined with the course, to assess the current situation and the desired end state, as well as the necessary actions for its management. In addition to the constructivist perspective, the model meets the Stakeholder Theory; explains the advantages, using participatory approach methodologies and performance indicators have characteristics of a functional system. [ABSTRACT FROM AUTHOR]

Integrating thinking skills into higher education pedagogy requires suitable models, methods, and tools for both instruction and assessment. Some of these tools apply one or more educational technologies. The articles in this special issue focus on higher education with four common themes: online or virtual courses and modules, science and engineering education, active learning methods, and critical thinking. This special issue sheds light on the critical importance of thinking skills development and assessment in higher education and underscores the need for continued research and innovation in the realm of educational technology. [ABSTRACT FROM AUTHOR]

This research employs a quantitative and cross-sectional approach, utilizing an online survey (N=600), to examine the preferences of Spanish students aged 16 to 18 regarding different modes of education (face-to-face or online). It also explores potential variances based on their place of residence. Additionally, the study identifies the subjects of interest to these students for integration into formal learning and determines their preferred online learning formats. The findings reveal significant differences between students residing in cities with a population of 50,000 or more and those in smaller habitats, particularly in relation to their experiences and evaluations of online education, precisely specific training in received digital technologies, their topics of interest, their self-study learning methods, and their preferred online learning formats. These study outcomes can contribute to the enhancement of online education and better preparedness of the educational system for future challenges that may necessitate the adoption of this instructional mode. Based on our study, several recommendations for online education can be made. Firstly, there is a need for teachers to acquire enhanced digital skills. Secondly, it is important not to assume that young individuals possess inherent digital skills due to their age; instead, it is crucial to emphasize the acquisition of critical digital skills during their education. Thirdly, motivating young students by aligning teaching with their areas of interest should be encouraged, considering their significant habitat preferences. Lastly, interactive methodologies that stimulate students, such as immediate evaluation questionnaires, animations, and interactive exercises, should be prioritized, particularly for students residing in densely populated areas. [ABSTRACT FROM AUTHOR]

This article discusses the role of accreditation standards in shaping the current model of assessment in higher education. It argues that the define-measure-improve formula for assessing student achievement is not mandated by the federal government or demanded by potential students, parents, or the public. Instead, the article suggests that accreditation standards and the dynamics within the academic community have perpetuated this model. The authors propose new accreditation standards that prioritize faculty engagement in scholarly discussions about student learning and large-scale research on student success. They also recommend simplifying assessment requirements, focusing on data quality and customization, and training peer reviewers to think holistically. The article concludes by emphasizing the importance of stakeholder involvement in changing accreditation standards. [Extracted from the article]

There has been a move toward personalized learning and alternative types of authentic assessment in K-12 education. This shift has been partly driven by increases in the available technology that can support those types of changes. This qualitative study aimed at understanding the experience of learners in a first-year physics class working with an ePortfolio as the primary method of assessment for that class. This research took place in a school that fully implemented a 1:1 program and has been piloting personalized learning strategies for the past five years, and the use of ePortfolios in some physics classes was one of those initiatives. Data consisted of student written responses to reflective prompts in ePortfolios and individual semi-structured interviews of seventeen students. Results suggest that student experiences with ePortfolios include aspects of the development of academic self-efficacy and self-regulation along with a self-reported reduction in academic stress. [ABSTRACT FROM AUTHOR]

Post-secondary education requires a complex organisational structure of higher education institutions, staff and infrastructure. The construction of a comprehensive quality index is necessary to assess the quality of higher education and to improve the higher education system in a country. It is imperative that administrators remain informed about the current state of the system through regular and realistic assessments. Therefore, this study has constructed a composite index to assess the quality of higher education. The quality of higher education in Central and Eastern Europe is analysed using 13 indicators from 11 countries with higher education institutions. Extraction of factor coefficient score matrices was performed by downgrading these indicators using principal component analysis (PCA). Using PCA, two principal components were extracted for analysis and the PCA weighting method was used to determine the importance of each indicator by dual-indicator. Each institution's research activity and the internationalization of higher education were included in this method to determine the efforts made by these institutions. Through the study we observed the differences between the eleven countries in terms of higher education and the importance of each measurement dimension used. These findings can be used to compare the current situation in each country and to find directions for development. [ABSTRACT FROM AUTHOR]

The dynamic nature of education necessitates inventive approaches to assessment and evaluation. This study concentrates on formulating a Scoring System aligned with Outcome-Based Education (OBE) principles, utilizing the Modular Object-Oriented Dynamic Learning Environment (MOODLE) platform. OBE prioritizes showcasing specific learning outcomes, cultivating a student-centric approach. The proposed system seeks to improve assessments through a flexible framework accommodating diverse learning objectives, employing a modular and object-oriented design. Integration with MOODLE, a widely-used elearning platform, explores the seamless implementation and user-friendly interaction. The Scoring System aids educators in efficiently evaluating student performance against predefined outcomes, fostering transparency and accountability. Key features include customizable assessments, progress tracking, and timely feedback. The study also examines the system's impact on student engagement, motivation, and overall learning outcomes, contributing valuable insights to innovative assessment methodologies in contemporary education. In conclusion, the research introduces a Scoring System harmonizing OBE principles with MOODLE's flexibility, benefiting educators, students, and institutions. The study's outcomes provide valuable implications for educators and technologists aiming to enhance assessments in the evolving education landscape. [ABSTRACT FROM AUTHOR]

Aims: The UK Prescribing Safety Assessment was modified for use in Australia and New Zealand (ANZ) as the Prescribing Skills Assessment (PSA). We investigated the implementation, student performance and acceptability of the ANZ PSA for final‐year medical students. Methods: This study used a mixed‐method approach involving student data (n = 6440) for 2017–2019 (PSA overall score and 8 domain subscores). Data were also aggregated by medical school and included student evaluation survey results. Quantitative data were analysed using descriptive and multivariate analyses. The pass rate was established by a modified Angoff method. Thematic analyses of open‐ended survey comments were conducted. Results: The average pass rate was slightly higher in 2017 (89%) which used a different examination to 2018 (85%) and 2019 (86%). Little difference was identified between schools for the PSA overall performance or domain subscores. There was low intercorrelation between subscores. Most students provided positive feedback about the PSA regarding the interface and clarity of questions, but an average of 35% reported insufficient time for completion. Further, 70% on average felt unprepared by their school curricula for the PSA, which is in part explained by the low prescribing experience; 69% reported completing ≤10 prescriptions during training. Conclusion: The ANZ PSA was associated with high pass rates and acceptability, although student preparedness was highlighted as a concern for further investigation. We demonstrate how a collaboration of medical schools can adapt a medical education assessment resource (UK PSA) as a means for fulfilling an unmet need. [ABSTRACT FROM AUTHOR]

The article focuses on the Hanyu Shuiping Kouyu Kaoshi (HSKK), a Chinese proficiency test developed by the Center for Language Education and Cooperation to assess second language (L2) Chinese learners' reading, writing, and listening skills. It claims that there is no section on speaking skills. It mentions that Hanban implemented a three-tiered version of the HSKK to promote spoken Chinese teaching and learning for L2 learners.

Problem-solving frameworks have the potential to promote objective data-based decisions that increase the likelihood students are matched to appropriate evidence-based interventions. Unfortunately, cognitive biases, heuristics, and fallacies can lead to erroneous conclusions within problem-solving frameworks. Some of these effects have been well-studied within special education and related fields, while the effects of lesser-known biases that have not garnered the same level of attention have been extensively investigated in fields like finance and medicine. Previous educational decision-making research has focused largely on special education evaluation processes. The purpose of this paper is twofold. First, we highlight lesser-known cognitive biases that may impact educational decision making. Second, we discuss how said biases can be researched within problem-solving frameworks and challenged in practice. [ABSTRACT FROM AUTHOR]

Geoethics is a field of knowledge currently in full development. Researchers in geoethics are primarily concerned with the anthropogenic interaction with the Earth system. Due to its nature, geoethics holds particular importance in sustainable development due to its nature as it aims to promote ethical human behaviour that does not negatively impact the Earth system. In the present research, we implemented an intervention program addressing various issues related to the sustainability of the Earth system, such as the exploitation of geological resources, the management of geological risks, and the conservation and promotion of geopatrimony. The intervention program was applied to higher education students in the geosciences field. A sample of 90 students from various geosciences courses completed an initial questionnaire, revealing limited knowledge about geoethics. This study resorted to mixed-method research involving interviews with some students who volunteered (n = 52). The results showed that after applying the intervention programme, most students developed a deeper understanding of the topics addressed and recognised the contributions this scientific area can make to sustainable development. Additional research in geoethics education is essential to foster the integration of geoethics into the curricula of higher education institutions. [ABSTRACT FROM AUTHOR]

Scientific research management is an important component of university management and an important guarantee for the sustainable operation of universities. A mature scientific research management system is a sharp tool to promote the discipline construction and comprehensive strength improvement of universities. Therefore, colleges and universities should actively explore new concepts, models, and mechanisms for scientific research management while continuously improving their own educational quality. Based on the analysis of the current situation of university scientific research management in China, it is of great significance to explore effective ways to improve the quality of university scientific research management in the new era. The quality evaluation of higher education scientific research management in entrepreneurship undergraduate colleges is a classical MAGDM problems. Recently, the TODIM and VIKOR method has been used to cope with MAGDM issues. The interval-valued Pythagorean fuzzy sets (IVPFSs) are used as a tool for characterizing uncertain information during the quality evaluation of higher education scientific research management in entrepreneurship undergraduate colleges. In this manuscript, the interval-valued Pythagorean fuzzy TODIM-VIKOR (IVPF-TODIM-VIKOR) method is built to solve the MAGDM under IVPFSs. In the end, a numerical case study for quality evaluation of higher education scientific research management in entrepreneurship undergraduate colleges is given to validate the proposed method. [ABSTRACT FROM AUTHOR]

In recent years, there has been a notable upswing in the realm of innovation and entrepreneurship education for Chinese students, leading to remarkable advancements. However, students' initiatives in this field fall short of the desired standards. The current evaluation index system is insufficient for meeting the developmental needs of colleges and universities. Therefore, exploring innovative approaches and implementing a comprehensive evaluation framework become crucial. This research analyzes the limitations of the current evaluation system, which focuses on curriculum, teaching materials, management, research output, student employment, entrepreneurship awareness, and participation. Unfortunately, this narrow approach has a significant impact on the quality of education in this field. To address this issue, this paper proposes a novel evaluation system for assessing students' innovation and entrepreneurship education by utilizing the capabilities of backpropagation (BP) neural network. We researched the conceptual framework, components, and learning process of BP neural network. Additionally, we provide a thorough description of the calculation process and structure of the BP neural network algorithm by facilitating stakeholders' understanding. Our study aims to strengthen the landscape of education by developing a culture of excellence. We developed a robust evaluation system with well-defined indexes calibrated to capture the essence of this education. Through precise training and analysis, we achieved remarkable results, with a maximum difference of 1.6% between the anticipated and actual output. This highlights the accuracy of our model in assessing teaching quality. We also thoroughly compared several kinds of assessment methods for the growth of students' entrepreneurial and innovative skills that have been presented in the literature. Based on the simulation results, we discovered that our model performs better as compared to the existing model. Based on the evidence, innovation and entrepreneurship education in Chinese institutions can be characterized as moderate. This finding lays the foundation for further advancements, fostering a future where educational excellence and entrepreneurial spirit thrive. [ABSTRACT FROM AUTHOR]

Objectives Although education and social engagement are considered cognitive reserves, the pathway of both reserves on cognitive function has been rarely studied. This study aimed to examine the underlying mechanism between education, social engagement, and cognitive function. Methods This study used 2-wave data (2010 and 2014) from Health and Retirement Study in the United States (N = 3,201). Education was measured by years of schooling. Social engagement was evaluated by 20 items including volunteering, physical activities, social activities, and cognitive activities. Cognitive function was assessed by a modified Telephone Interview for Cognitive Status. A cross-lagged panel model was fitted to test the mediating mechanism between education, social engagement, and cognitive function. Results Controlling for covariates, higher education in early life was associated with better cognitive function in old age (b = 0.211, 95% confidence interval [CI] = [0.163, 0.259], p <.01). Late-life social engagement partially mediated the association between education and cognitive function (indirect effect = 0.021, 95% CI = [0.010, 0.033], p <.01). The indirect path between education and social engagement via cognition also existed (b = 0.009, 95% CI = [0.005, 0.012], p <.001). Discussion Education in earlier life stage may exert a lifelong effect on cognitive function as well as an indirect effect via enhancing late-life cognitive reserve such as social engagement. The cross-lagged effect of social engagement on cognitive function is significant and vice versa. Future research may explore other cognitive reserves over the life course and its underlying mechanism to achieve healthy cognitive aging. [ABSTRACT FROM AUTHOR]