Search

This paper demonstrates the importance and role of authentic assessments, that replicate industry practice, within Higher Education marketing programmes. We answer the call from employers, that students need to gain much-needed employability skills, and we illustrate how such assessments can be created to enable the development of employability skills. We provide an overview of four case studies, to illustrate different forms of authentic assessments, the theory which was used to underpin the designs, the skills developed during the assessments, and the outcomes of the assessments. As we emerge from the COVID-19 pandemic, which forced a move to online assessments, it is timely that we reflect on the value of authentic assessments and adjust our practice. [ABSTRACT FROM AUTHOR]

Traditional asset management of lighting systems typically focuses on functionality, cost, and lifespan. In contrast, a human-centric approach prioritizes social sustainability and user well-being by ensuring lighting assets “provide the right light at the right time” for diverse activities. Light-emitting diode (LED) bulbs, known for energy efficiency and longevity, have become a preferred choice, yet public libraries often struggle to manage these assets sustainably, remaining in a reactive “fix/replace when it breaks” stage. Current predictive methods, such as artificial intelligence and machine learning, rely on laboratory data that often overlook real-world contexts, leading to performance gaps. This paper presents a context-driven, human-centric methodology for LED prognosis and maintenance strategies in public libraries, employing limited degradation data from LED testing. Advanced analytical techniques, including Markov Chain Monte Carlo (MCMC) and Deviance Information Criterion (DIC), support a shift from function-based to performance-based reliability assessment. By incorporating Mean Time of Exposure (MTOE) and Critical Integrated Levels (CILs), the approach defines optimal maintenance inspection intervals. This research enhances sustainable LED lighting management in public libraries, offering a framework adaptable to broader applications and aligned with human-centric goals.. [ABSTRACT FROM AUTHOR]

Authentic assessments are seen as a promising response to many of the challenges currently facing Higher Education. Studies have identified shared characteristics of authentic assessments, but it is also argued that the term is vague and subjective. Drawing on existing frameworks we have established a standardised measure to evaluate authenticity in the axes of product and process allowing graphical representation and mapping across programmes. We have mapped the assessments on two programmes in our institution. We show an appropriate increase of authenticity of assessment year-on-year in one programme and have identified assessments which have been altered to increase their authenticity in the other. Our tool will allow educators to estimate authenticity on their academic programmes, guide discussions and identify areas for improvement. A balanced mix of assessments in a programme ensures both skills development and knowledge requirements are fulfilled, with sustainability of assessment enabling increasingly authentic assessments over time. [ABSTRACT FROM AUTHOR]

Purpose: We applied a previously established common T-score metric for patient-reported and performance-based physical function (PF), offering the unique opportunity to directly compare measurement type-specific patterns of associations with potential laboratory-based, psychosocial, sociodemographic, and health-related determinants in hemodialysis patients. Methods: We analyzed baseline data from the CONVINCE trial (N = 1,360), a multinational randomized controlled trial comparing high-flux hemodialysis with high-dose hemodiafiltration. To explore the associations of potential determinants with performance-based versus patient-reported PF, we conducted multiple linear regression (backward elimination with cross-validation and Lasso regression). We used standardized T-scores as estimated from the PROMIS PF short-form 4a (patient-reported PF) and the Physical Performance Test (performance-based PF) as dependent variables. Results: Performance-based and patient-reported PF were both significantly associated with a laboratory marker-based indicator of muscle mass (simplified creatinine index), although the effects were relatively small (partial f2 = 0.04). Age was negatively associated with PF; the effect size was larger for performance-based (partial f2 = 0.12) than for patient-reported PF (partial f2 = 0.08). Compared to performance-based PF, patient-reported PF showed a stronger association with self-reported health domains, particularly pain interference and fatigue. When using the individual difference between patient-reported and performance-based T-scores as outcome, we found that younger age and more fatigue were associated with lower patient-reported PF compared to performance-based PF (small effect size). Conclusion: Patient-reported and performance-based assessments were similarly associated with an objective marker of physical impairment in hemodialysis patients. Age and fatigue may result in discrepancies when comparing performance-based and patient-reported scores on the common PF scale. Trial Registration CONVINCE is registered in the Dutch Trial Register (Register ID: NL64750.041.18). The registration can be accessed at: https://onderzoekmetmensen.nl/en/trial/52958. [ABSTRACT FROM AUTHOR]

We translated the Medication Management Ability Assessment (MMAA) from English to Spanish for use via tele-assessment and examined its reliability and validity. Following International Test Commission Guidelines for Translating and Adapting Tests, we used translation/back-translation and a small focus group (n = 6) to adapt a Spanish version of the MMAA. Eighty-six Spanish-speaking adults completed the adapted MMAA via tele-assessment at baseline and at a two-week follow-up visit. Participants also completed several self-report and performance-based cognitive and functional measures. The internal consistency of the MMAA was excellent (standardized Cronbach's α = 0.90). Performance-based functional assessments (PBFAs) and objective cognition were positively associated with the MMAA at small to medium effect sizes. Self-report measures of daily function and cognition, measures of health literacy, and estimates of premorbid intellectual functioning were not significantly associated with MMAA performance. The test-retest reliability of the MMAA was good (CCC = 0.73, 95% CI [0.62, 0.81]; rs = 0.37, p < 0.001) and demonstrated a small practice effect (Cohen's d = 0.36, p = 0.001). Preliminary evidence for the construct validity of a Spanish-language MMAA administered via tele-assessment further expands the potential clinical utility of PBFAs in culturally diverse, Spanish-speaking populations. [ABSTRACT FROM AUTHOR]

With rapid industrial development, the overloading of bridges caused by heavy multi-axle vehicles has become a critical problem worldwide. This work conducts a performance-based evaluation for tied-arch bridges subjected to heavy multi-axle vehicles, and a prediction function of the dynamic impact factor (DIF) for tied-arch bridges is proposed considering the bridge frequency, vehicle speeds, and road quality level. Specifically, the main parameters affecting the bridge response were first identified theoretically using a simplified multi-axle vehicle-bridge model. A tractor-trailer mechanical model and a tied-arch bridge model were subsequently constructed and coupled using displacement coordination conditions to explore the characteristics of the bridge response under heavy multi-axle tractor-trailers. Additionally, based on the identified factors, a detailed investigation of DIF was performed using the developed special vehicle-bridge interaction model. Finally, a suggested computational method for predicting DIF of tied-arch bridges was proposed. The results obtained indicate the impact effect of special tractor-trailers on bridges should not be ignored, even at low operating speeds and in good road conditions. Moreover, additional monitoring measures should be placed on the structural components that are sensitive to dynamic responses to regulate responses within an acceptable range. [ABSTRACT FROM AUTHOR]

Image quality assessment of authentically distorted images constitutes a indispensable part of numerous computer vision tasks. Despite the substantial progress in recent years, accuracy and generalization performance is still unsatisfactory. These challenges are primarily attributed to the scarcity of labeled images. In order to increase the amount of images for training, we use semi-supervised learning to combine labeled images and specifically selected unlabeled images. In our new training paradigm, denominated Selected Data Retrain under Regularization, the selection criteria of unlabeled images is based on the supposition that an image and a certain of its patches ought to have approximate image quality scores. Unlabeled images that meets the aforementioned criteria, named as Highly Credible Unlabeled Images, mitigate the problem of scarcity, thus, improve accuracy. However generalization may be compromised due to selection procedure's reliance on labeled images and presence of coherent variance existed between labeled images and unlabeled images. Therefore we incorporate a sorting loss function to reduce variation within the new dataset of labeled images and specifically selected unlabeled images, and thus achieve better generalization. The effectiveness of our proposed paradigm is empirically validated using public datasets. Codes are available at https://github.com/dvstter/SDRR_IQA. [ABSTRACT FROM AUTHOR]

Authentic assessment is often narrowly framed as tasks that mirror workplace tasks, resulting in on overemphasis on generic workplace skills at the expense of disciplinary knowledge. We place disciplinary knowledge at the heart of authentic assessment and explore how authentic assessment across a programme can contribute to an authentic view of the broad discipline of science. Through the metaphor of a suspension bridge, we explore relations between disciplinary knowledge, the nature of the discipline, feedback from assessment, and evaluative judgment. We argue that assessment of student reflection on the nature of science is an essential but often overlooked element of authentic assessment and provide data to support this claim. Critical reflection on the nature of science invites students to examine and question their worldview assumptions about what science is and how it works, giving them the epistemic agency to deeply engage with the often-controversial ways science interacts with society. [ABSTRACT FROM AUTHOR]

A correct Intensity Measure (IM) selection is essential for Performance-Based Earthquake Engineering (PBEE) applications, as any probabilistic seismic demand model (PSDM) depends significantly on the IM. If a single IM can describe the complexity of the corresponding ground motion record, it can be defined as sufficient in an absolute sense. However, this is unlikely because a single number should be able to inform on the frequency content, the amplitude, the duration, the energy content, etc. For this reason, literature studies have defined sufficiency in a relative sense to investigate whether one IM is more sufficient (i.e., more informative) than another in predicting the structural response. This work explores the relative sufficiency of eight scalar IMs through Nonlinear Response History Analyses (NRHAs) using two sets of 20 pairs of ground motion records. Both sets are spectrum-compatible and consist of unscaled natural and spectral-matched records. Also, both Cloud and Incremental Dynamic Analysis procedures are used. This study demonstrates that Cloud analysis cannot be used in its conventional form to study sufficiency when spectral-matched accelerograms are used. When natural accelerograms are employed, the results clearly indicate the existence of a sufficient IM among those selected. Conversely, it is more difficult to define the relative sufficiency of the IMs for spectral-matched records because the operation of record adjusting leads to similar structural demands. This result could question either the validity of using spectral-matched accelerograms for PBEE due to the lack of aleatory variability in the structural demand or the necessity of having a sufficient IM when a PSDM is fitted in a PBEE analysis using spectral-matched accelerograms. [ABSTRACT FROM AUTHOR]

Introduction: Cognitive psychology courses are rich in content that can be useful to broad audiences. Much of the foundational research presented in course texts is conducted in highly constrained laboratory settings, making the concepts difficult to apply or use in the real world. Statement of the Problem: Students in cognitive psychology classes may not readily notice practical applications for the content. Standard assessments (e.g. written research papers) fail to capture the real-world applications of cognitive phenomena. Literature Review: Using an applied framework can motivate engagement in cognition. The use of an Unessay project in undergraduate cognitive psychology courses requires students to present a key construct in any format except an essay. Unessay projects originated in the humanities, and are an excellent fit for psychology. Teaching Implications: The Unessay is a useful vehicle for identifying and presenting the application of a cognitive construct in the real world. Students are required to convey that information in a creative, non-essay format. Instructions, a rubric and examples are provided. Conclusion: The Unessay is a novel approach to a course project in cognitive psychology that can motivate student interest while aligning with several APA outcomes for psychology majors. [ABSTRACT FROM AUTHOR]

Assessment is a central feature of teaching and learning. It is both complex and challenging in ordinary times, and these aspects are magnified in an online learning environment. Given its central role, it is crucial that its design and purpose is rigorous and robust. This paper presents justification for using interactive oral assessment as an online, innovative, authentic assessment approach that prepares students for professional life, combats plagiarism and promotes academic integrity. It shares findings through four brief case study examples of using interactive oral assessments in computing, education, French literature, and aviation. This study also demonstrates the value of a Community of Practice in developing expertise, confidence, and resources to support the effective application of interactive oral assessment. [ABSTRACT FROM AUTHOR]

Collaboration skills are essential for the effectiveness and efficiency of collective efforts in both professional and personal contexts. However, their complex and intertwined nature poses challenges in both defining and assessing them. To develop educational methodologies aimed at enhancing the cultivation of collaboration skills, there is a need for developing pre-post experimental assessment tools that target the construct in real-life school settings. Research indicates a lack of performance-based assessment tools designed to assess collaboration skills. This research proposes a performance-based assessment developed through collecting evidence from individuals participating in both solo and group puzzle activities. The assessment is created by viewing collaboration skills through the lens of the ATC21S framework. A total of 148 students aged from 11 to 12 years old from 12 different public schools in Greece participated in this study, carried out over a period of 7 months between December 2023 and June 2024 in both the test and retest phases. The results show that, regardless of the group compositions, individual student collaborative performance was stable. The validity of using Spearman's correlation coefficient was measured at 0.623. [ABSTRACT FROM AUTHOR]

This contribution explores empirical associations between general pedagogical knowledge (GPK), communication skills, and grades in initial teacher education. We assessed the GPK and communication skills of 105 student teachers in Germany, using a knowledge test and a performance-based assessment. Empirical results show a significant correlation between GPK and grades but not between communication skills and grades. GPK is associated with the number of semesters, while communication skills are associated with age. We discuss the learning objectives of initial teacher education in higher education in the light of our results. [ABSTRACT FROM AUTHOR]

AbstractAuthentic assessment is often positioned as an educational panacea, invoked in response to a broad range of complex problems. This paper considers authentic assessment in relation to three key challenges: preparing graduates for the future, cheating, and inclusion. Despite literature supporting its potential benefits, there is limited evidence on the relationship between authentic assessment and these challenges. Through an uncritical blending of authenticity with broader educational goals, the label ‘authentic assessment’ risks becoming a distraction or a thought-terminating cliché, impeding deeper conversation and interrogation. We argue that authenticity should be considered as a set of aspirational principles within a broader pedagogical framework. Authenticity in assessment requires thoughtful and contextualised design, and the negotiation of trade-offs with other educational goals. The concept of authenticity, if used judiciously, can foster critical conversations and meaningful interrogation of educational practices, rather than serving as an oversimplified solution to complex problems. [ABSTRACT FROM AUTHOR]

Early childhood teacher candidates (TCs) need preparatory experiences using authentic assessments to inform their instructional practices with rural learners and their families. The shift to virtual field placements in response to COVID-19 restrictions pushed faculty in teacher preparation programs to reimagine how to engage TCs in meaningful experiences using authentic assessments with children and families. This study explores how TCs experienced authentic assessment practices using an online assessment management system, Assessment, Evaluation, and Programming System Interactive (AEPS i), during virtual field experiences. Fifty-five undergraduate and graduate TCs from 11 universities (10 U.S. & 1 international) completed a 45-item survey about their experience. Teacher candidates articulated knowledge and skills aligned with best practices underpinning authentic assessments. The virtual learning environment created opportunities for faculty to reimagine practices for promoting TCs' understandings of assessment in early childhood special education contexts. We discuss implications for training TCs in rural areas to use authentic assessment. [ABSTRACT FROM AUTHOR]

How can we understand the phenomena of loss and mourning in the Heideggerian framework? There is no established interpretation of Heidegger that gives an elaborate account of the phenomena of loss and mourning, let alone gauges its importance for our understanding and assessment of authentic existence in Heidegger. This paper attempts to do both. First, I give a detailed exposition of Heidegger's analysis of the phenomena of mourning and loss and show that Heidegger's analysis of mourning in his early and late work is strikingly in line with his collectivist understanding of Being-with. This demonstrates, contrary to what some of his proponents argue, that Heidegger does not follow the kind of dynamic understanding of Being-with that places the other within fine-grained spaces of possibility. Second, with reference to Heidegger's existential philosophy, I construct a phenomenology of mourning and grief. Though Heidegger himself fails to explain the relationships in which one mourns after a close other, we can develop a unique phenomenology of mourning with reference to Heidegger, which shows that each loss is singular and can be equiprimordial with one's own death in opening one to the possibility of an authentic existence. In this new understanding of authenticity, loss is regarded as a powerful force, akin to death, in leading one toward their self-owned existence. [ABSTRACT FROM AUTHOR]

BACKGROUND: This paper presents the process taken by a nonprofit educational organization to create authentic evaluation tools for Food Education in K‐12 schools. Development was a collaborative effort between organization staff and teachers during an Evaluation Summit. The program background, development of the Summit, and plans for post‐Summit work continuation are described. The Summit included 14 teacher participants (3‐4 per grade band in preK‐1, 2‐5, 6‐8, 9‐12). METHODS: The process of tool development was captured via direct observations and analysis of artifacts (eg, participants' brainstorming chart paper, online development documents) to identify themes in successful approaches and challenges. Additional post‐Summit activities were also captured via surveys and artifacts. Outcomes of this work are outlined, including the challenges in carrying out the creation of authentic assessments that accurately reflect the classroom teaching experience, and the value of in‐person community building in the Food Education space. RESULTS: Key findings relate to the importance of in‐person collaboration amongst teachers, centering students in evaluation, and equity and accessibility in tool development. CONCLUSIONS: Although outlining challenges and outcomes was not an a priori goal of this work, it provides important information for others working in the education nonprofit space—especially as it pertains to new approaches to classroom evaluation. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Educational Psychological Studies (EPS) is the property of Refaad for Studies, Research & Development 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.)

The objective of the current work is to explore the most appropriate temperature processing technologies (TPTs) and make their assessment based on the desired performance characteristics (assessment criteria) in the context of Indian cold chain (CC) industries. The assessment criteria and explored TPTs have been framed into a model for their theoretical and empirical assessment. The developed model has been analysed using an integrated approach based on Best Worst Method (BWM) and Evaluation Based on the Distance from Average Solution (EDAS) methods. The key findings of the work show that the criteria 'capability to achieve desired temperature' and 'Compatibility with environmental standards' play a crucial role in selecting a TPT for CC applications. Meanwhile, the refrigeration technologies such as 'solar energy-driven tri-generation refrigeration system' and 'passive cold devices as refrigeration technologies' can be adopted to achieve the optimum performance level of CC. To check the robustness of the results, sensitivity analysis has been performed. In addition, the study offers sound theoretical and managerial implications enriching the literature content into the subject domain and suggesting the most suitable TPT for temperature maintenance in CC, which might help the management to make decisions towards organisational growth. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic had unprecedented impacts, both directly and indirectly, on student populations across the UK. As teaching has returned to 'normal', in person exams have made a comeback and so has the debate about the value of unseen exams as a method of assessment. This research provides a comprehensive insight into student perception of exams in light of their COVID-19 educational experiences. This research combines student perspectives on unseen exams, considering this is a generation of students who have perhaps never sat a regular written exam before due to pandemic. Student perceptions are combined with academic staff experience on delivering unseen exams to identify their suitability within curriculums that promote authentic assessment and research-led teaching. The thematic analysis of results identifies that students feel strongly about the purpose, fairness, and authenticity of unseen exams, and the COVID-19 pandemic is likely to have lasting impacts on student perception of their university experience. The themes identify practical considerations for academic staff when considering the inclusion of unseen exams in their teaching, most notably with respect to accessibility, support needs, and assessment design. [ABSTRACT FROM AUTHOR]

The article critically evaluates ChatGPT as a language learning tool, focusing on its features and effectiveness. Topics include ChatGPT's ability to provide personalized language practice and immediate feedback, its user-friendly interface and accessibility options, and the differences between free and paid plans, including enhanced features for paid users.

The article examines Google Bard as an automated written corrective feedback tool, assessing its potential and limitations. Topics include the capabilities of Bard, such as multilingual translation and advanced language tasks, concerns about its use in educational contexts, and the application of Gibson's affordance theory to evaluate how Bard's features support or hinder user interactions.

The article explores whether nonverbal behavior during conversation is related to perceived fluency in second language (L2) learners. Topics include the three dimensions of fluency—cognitive fluency, utterance fluency, and perceived fluency—the impact of nonverbal behaviors on how fluency is judged by listeners, and the relationship between nonverbal cues and L2 speakers' perceived effectiveness in communication.

The article investigates preservice teachers' experiences and perceptions of adopting performance-based assessment (PBA) in literary texts. Topics include the challenges of aligning formative assessment with high-stakes exams, the shift from traditional summative assessments to process-oriented pedagogies, and the benefits of integrating performance-based assessments to enhance student learning and align with educational reforms.

Authentic assessment brings a new dimension to assessment where learning and assessment are linked to genuine workplace environments. In this assessment, students apply knowledge and skills to solve real and felt workplace problems. Underpinned by the connectivism learning theory, this qualitative study examined students' authentic assessment experiences in an online course. It focused on the type of authentic assessment, benefits, and challenges encountered by the students during the course. The study followed a qualitative case study research design taking the short course on online teaching for educators as a case. Data were collected from twelve purposively selected participants through an open-ended questionnaire administered online, which served as a course evaluation instrument. The thematic analysis was employed to analyse data. The study found that course participants were exposed to different and multifaceted authentic assessments related to developing knowledge and skills in online teaching. The participants derived numerous benefits from authentic assessment activities, though they also encountered some challenges. The study concludes that authentic assessment should be entrenched in online professional development courses. The results are potential inputs to curriculum development that can inform the design and implementation of online professional development courses.

The COVID-19 pandemic had unprecedented impacts, both directly and indirectly, on student populations across the UK. As teaching has returned to ‘normal’, in person exams have made a comeback and so has the debate about the value of unseen exams as a method of assessment. This research provides a comprehensive insight into student perception of exams in light of their COVID-19 educational experiences. This research combines student perspectives on unseen exams, considering this is a generation of students who have perhaps never sat a regular written exam before due to pandemic. Student perceptions are combined with academic staff experience on delivering unseen exams to identify their suitability within curriculums that promote authentic assessment and research-led teaching. The thematic analysis of results identifies that students feel strongly about the purpose, fairness, and authenticity of unseen exams, and the COVID-19 pandemic is likely to have lasting impacts on student perception of their university experience. The themes identify practical considerations for academic staff when considering the inclusion of unseen exams in their teaching, most notably with respect to accessibility, support needs, and assessment design.

Summative use of authentic assessment tools in universities is dominant despite its ineffectiveness in enhancing learning. The paper investigated the summative use of authentic assessment tools in enhancing learning among undergraduate science student-teachers in Tanzanian universities. It employed a mixed-method research approach with an explanatory sequential research design. The target population for the study was 650 undergraduate science student-teachers and 20 university instructors from two selected universities in Tanzania. The sample involved 231 undergraduate science student-teachers and six instructors selected by proportional stratified random sampling and purposive sampling procedures respectively. The questionnaires and semi-structured interview methods were used to collect data. Findings indicated the dominant use of authentic assessment tools on a summative basis. For instance, portfolios, practical work, and projects were found to be dominantly used on a summative basis while teaching practice was found to be minimally used on a summative basis. Furthermore, it was found that summative use of authentic assessment tools was dominant in some education courses and less dominant or not used at all in some science courses. It is concluded that the summative use of authentic assessment tools should not be emphasized if universities are to enhance learning among undergraduate science student-teachers.

In this Teaching Issues article, we make the case for using Integrated Performance Assessments (IPAs) to get a better picture of ELLs/MLLs learning progress and language development and thus, contributing to more equitable learning environments in both instruction and assessment practices. An Integrated Performance Assessment allows learners to use the three modes of communication—interpretive, interpersonal, and presentational—to communicate their learning and demonstrate language development in an integrated way. We show how IPAs can be used as assessments for, of, and as learning; they promote more authentic teaching and assessment methods, in both formative and summative ways. To illustrate the potential opportunities IPAs can offer over traditional teaching and assessment methods, we share a classroom‐ready example designed by a teacher who participated in a 15‐month professional development project. We posit that IPAs value the resources ELLs/MLLs bring to the classroom and allow them to use these resources in their learning, as well as promote authentic language use and provide a window into ELLs'/MLLs' progress in ways that advance their learning and language development through collaboration and interaction. [ABSTRACT FROM AUTHOR]

Evaluation is a crucial part of the teaching and learning process in any higher education institution and one that has gone through a deep change. This has been particularly true since the Bologna Declaration (http://www.ehea.info/page-ministerial-conference-bologna-1999, 1999) ushered in the European higher education area, with the subsequent major rise in the employment of continuous assessment methods focused on student participation. This article analyses the impact on academic performance of e-continuous assessment based on e-tests on a virtual platform as a previous step towards the substitution of the traditional evaluation system, based on a final exam, with a continuous evaluation system, prescribed as an alternative preferred by the regulations of multiple Spanish universities. Microeconometric models have been applied to a database of 250 first-year students on the Business Administration and Management course at the University of Seville (Spain). Our findings show that e-tests could prevent the risk of students dropping out and could also provide a credible predictor of students' academic marks in the theoretical contents of the subject, but not in those of a practical or applied nature. Based on the results of this evaluation, an e-continuous assessment has been developed in the subject, which has become the majority option for students, with 90% participation, while also increasing pass rates. Moreover, the positive effect of a computing environment does not appear to be limited to the classroom, but also extends to students' home environments. This teaching experience shows that the swift feedback that e-tools provides, especially in especially in environments of large class size such as in the class evaluated, could support instructors' personal tutoring of students' progress and promote a greater implementation of e-continuous assessment in Spanish higher education. [ABSTRACT FROM AUTHOR]

Background: Traditional medical education often lacks contextual experience, hindering students' ability to effectively apply theoretical knowledge in real-world scenarios. The integration of the metaverse into medical education holds great enormous promise for addressing educational disparities, particularly in lower-middle-income countries (LMICs) accompanied by rapid technological advancements. This commentary paper aimed to address the potential of the metaverse in enhancing basic sciences education within the constraints faced by universities in LMICs. We also addressed learning design challenges by proposing fundamental design elements and a suggested conceptual framework for developing metaverse-based teaching methods. The goal is to assist educators and medical practitioners in comprehensivley understanding key factors in immersive teaching and learning. Discussion: By immersing medical students in virtual scenarios mimicking real medical settings and patient interactions, the metaverse enables practice in clinical decision-making, interpersonal skills, and exposure to complex medical situations in a controlled environment. These simulations can be customized to reflect local healthcare challenges, preparing medical students to tackle specific community needs. Various disciplines, including anatomy, physiology, pharmacy, dentistry, and pathology, have begun leveraging the metaverse to offer immersive learning experiences, foster interdisciplinary collaborations, and facilitate authentic assessments. However, financial constraints pose a significant barrier to widespread adoption, particularly in resource-limited settings like LMICs. Addressing these challenges is crucial to realizing the full potential of metaverse technology in medical education. Conclusion: The metaverse offers a promising solution for enhancing medical education by providing immersive, context-rich learning experiences. This paper proposes a conceptual framework and fundamental design elements to aid faculty educators and medical practitioners in effectively incorporating metaverse technology into their teaching methods, thus improving educational outcomes in LMICs. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic has triggered new research areas in supply chain resilience. One of these new areas is viability. Viability extends the resilience understanding from performance-based assessment of firm’s responses to disruptions towards survivability of both supply chains and associated ecosystems not only during some short-term disruptions but also under conditions of long-term crises. To explore the state-of-the-art knowledge on methods, models, capabilities, and technologies of supply chain viability, we edited this important IJPR special issue. To introduce the special issue, we review the existing literature on supply chain viability, conceptualise seven major pillars of supply chain viability theory (i.e. viable supply chain design, viability in process planning and control, ripple effect, intertwined and reconfigurable supply networks, ecosystems, digital supply chain, and Industry 5.0), and establish some associated future research directions. The findings of this editorial paper, as well as the articles in the special issue, can be used by researchers and practitioners alike to consolidate recent advances and practices of viability in supply chain networks and lay the solid foundation for further developments in this area. [ABSTRACT FROM AUTHOR]

Abstract This research explores using blogs as an innovative assessment tool to enhance authentic learning and professional skill development in students. Unlike traditional methods, blogs foster active knowledge building and peer interaction, making learning more engaging and aligned with industry contexts. The study involved third-year planning students, in the course Governance and Planning, and utilised questionnaires, focus groups, and blog post analyses. Results indicated that blogs promoted reflective practice, facilitated peer review, and improved learning efficiencies. Despite some initial resistance and concerns about academic rigor, students found that blogging enhanced their understanding of course content and professional practices. Teacher support and peer feedback played a crucial role in this process. The literature supports blogs’ effectiveness in motivating students and aligning learning activities with real-world applications. However, assumptions about students’ familiarity with blogging were challenged, highlighting the need for thorough induction and support. Overall, blog-based assessments proved beneficial in creating authentic learning experiences and preparing students for their future careers. Future research should consider long-term studies on graduate outcomes and further explore peer review mechanisms.

This study aims to provide a comprehensive overview of research trends in authentic and diagnostic assessments, analyze the factors that influence their implementation and effectiveness, and the potential for optimizing both assessments to improve the quality of Islamic learning. Using the Systematic Literature Review method with Watase Uake and Publish or Perish tools, this study screened 825 articles according to PRISMA guidelines. After identifying, screening, and eligibility, 46 articles Scopus Indexed, Sinta 1, and Sinta 2 were selected for further mapping and thematic analysis. The results showed that 1) the main trends of the research were related to the integration of technology in both assessments through e-portfolios and eDia System; 2) factors affecting effectiveness included validity and reliability of instruments, simplification of trials and validation, and integration of technology, while the obstacles were dominated by the lack of understanding of teachers, the complexity of procedures, and limited resources and time; 3) optimization steps included comprehensive training for teachers, development and validation of instruments, provision of supporting facilities, as well as the need for technology integration to make Islamic learning more dynamic, efficient, holistic, and meaningful. This study can be a reference for educators and education managers to improve assessment practices in learning Islamic Religion so that it can effectively achieve the goals of holistic Islamic education.

With increasing calls for authentic assessment in higher education, the reference point for authenticity has been questioned. Typically, researchers define authenticity in relation to purposes of higher education, which are contested. Advancing the notion of educational authenticity rather than professional, societal, disciplinary, or developmental authenticity, we shift the reference point from outcomes to the process of meaningful student engagement. To illuminate features of educational authenticity in assessment, we surveyed students about their most interesting, engaging assessment and analysed 302 explanations why that assignment was so engaging. While many students cited real-world connections, consistent with most authentic assessment literature, more described having choice in some aspect of the assignment. We examined how choice, not typically a defining feature of authentic assessment, and real-world connection mattered to students and promoted meaningful engagement. Understanding and designing for educational authenticity can lead to various, valued outcomes highlighted in existing authentic assessment literature. [ABSTRACT FROM AUTHOR]

Studies reporting flexible assessment strategies and their impact across different modes of study remain limited with little emphasis placed on the role these arrangements play in devising authentic assessment processes. This paper synthesises recent research work depicting flexible design principles and practice strategies for how educators might effectively and with confidence move assessment forward in ways that prepare students for a multitude of future possibilities. Evidence is presented for how such assessment arrangements can be created to allow for a valid and authentic representation of student performance in increasingly digital learning environments. Authentically future-facing assessment in higher education needs to be adaptable, ideally offering an element of flexibility and agency to students which helps them to continuously connect what they are learning – ideas to thinking, principles to problems, theory to practice, learning to life. [ABSTRACT FROM AUTHOR]

This research explores using blogs as an innovative assessment tool to enhance authentic learning and professional skill development in students. Unlike traditional methods, blogs foster active knowledge building and peer interaction, making learning more engaging and aligned with industry contexts. The study involved third-year planning students, in the course Governance and Planning, and utilised questionnaires, focus groups, and blog post analyses. Results indicated that blogs promoted reflective practice, facilitated peer review, and improved learning efficiencies. Despite some initial resistance and concerns about academic rigor, students found that blogging enhanced their understanding of course content and professional practices. Teacher support and peer feedback played a crucial role in this process. The literature supports blogs' effectiveness in motivating students and aligning learning activities with real-world applications. However, assumptions about students' familiarity with blogging were challenged, highlighting the need for thorough induction and support. Overall, blog-based assessments proved beneficial in creating authentic learning experiences and preparing students for their future careers. Future research should consider long-term studies on graduate outcomes and further explore peer review mechanisms. [ABSTRACT FROM AUTHOR]

Objective: Cognitive assessment is based on performance in different tests. However, this performance might be hindered by lack of effective effort on the one hand, and by too much stress on the other hand. Despite their known impact, there are currently no effective tools for measuring cognitive effort or stress effect during cognitive assessment. We developed real‐time electrophysiological markers for cognitive effort and for stress effect, which could be used during cognitive assessment. Methods: We assessed these markers during the use of the Montreal Cognitive Assessment (MoCA) before and after cardiac surgery, which is known to involve cognitive decline in up to 30%–50% of elderly patients. Results: The major findings of the study, for the largest group of patients, with preoperative MoCA in the intermediate range, were that the decline is significantly associated (1) with higher preoperative cognitive effort and (2) with higher postoperative stress effect during the test. Conclusions: These findings, as well as preliminary additional ones, suggest a potential importance for monitoring cognitive effort and stress effect during assessment in general, and specifically during perioperative assessment. Significance: Easy‐to‐use markers could improve the efficacy of cognitive assessment and direct treatment generally, and specifically for perioperative decline. [ABSTRACT FROM AUTHOR]

To prepare students for multicultural environments and understand consumers from different backgrounds, marketing educators must incorporate diversity into their curricula and recognise the importance of decolonisation by considering First Nations' perspectives to promote reconciliation and better outcomes. This paper reports on a novel approach of students working directly with First Nations businesspeople to gain an applied understanding of Indigenous cultural learning. The study examines the influence of this approach on students' learning and cultural understanding, as well as how the teaching approach and authentic assessment design within the unit improve the confidence of students to apply these learnings and engage in culturally informed practices, both presently and in their future careers. Through embracing an applied learning experience and critical self-reflexivity, students gained a greater appreciation and respect for First Nations peoples resulting in a transformational shift in their attitudes, leading to greater empowerment, respect, competence and confidence in their cultural awareness to work with First Nations. The paper fills a gap in the literature by highlighting a teaching and learning approach that engages and builds students' Indigenous cultural competencies within the marketing discipline through a strength-based approach, thus promoting cultural sensitivity and effective communication with diverse populations. [ABSTRACT FROM AUTHOR]

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]

Cardiovascular disease (CVD) is becoming more prevalent as a health issue and ranks as a top cause of mortality globally. Effectively identifying CVD is frequently a challenging process, given that minor errors can result in significant consequences. To address this challenge, healthcare organizations have recently embraced Internet of Things (IoT) to collect patients' vital signs using wearable sensors, these data are then stored and transmitted to machine learning (ML) based prediction systems. Among the various ML algorithms, the K-Nearest Neighbors (K-NN) algorithm stands out for its simplicity and effectiveness in CVD prediction. However, its reliance on majority voting can lead to classification errors, especially when test vectors are closer to minority class neighbors. To address this limitation, we propose the Enhanced K-Nearest Neighbors (E-KNN) algorithm, specifically designed to refine classification accuracy by incorporating a weighted distance measure that considers both neighbor proximity and class distributions. The E-KNN model has undergone comprehensive testing in comparison to standard ML methods. The experimental findings demonstrate that the introduced model surpasses current methodologies based on performance assessment indicators, recording a 91.43% notable accuracy level. To leverage the E-KNN algorithm, we have developed an IoT platform that gathers crucial patient data and transmits it to the E-KNN based model. [ABSTRACT FROM AUTHOR]

This research aims to develop the development process of teachers and educational personnel for Competency-based assessment. The assessment based on the competency data collection used surveys, interviews, inquiries, observations, and quantitative data analysis by distributing frequencies, percentages, and averages. Results found that the current condition of teachers and educational personnel for the actual assessment was based on competencies. Overall, there was a high level. Moreover, the interview found that the management had promoted, supported, and advised teachers in applying concepts and techniques about actual assessment to evaluate learners. There were four processes in the research, and the results of the development process experiment found that the overall average of knowledge after use was higher than before using the process, and evaluating the process showed that the development of teachers was applicable, possible, accurate, and appropriate at a high level. [ABSTRACT FROM AUTHOR]

The Internet of Things (IoT) presents a unique flexibility that facilitates higher productivity and rapid advancement in the educational sector, and more specifically in educational assessment. However, the huge cybersecurity issues associated with cyberspace pose a challenge for the IOT. The present study investigated the influence of the Internet of Things Cybersecurity (IoTCS) on educational assessment practices in university learning spaces. The researchers adopted a correlation research design involving a multistage sampling procedure with 297 lecturers as participants drawn from six universities in South-East Nigeria, who shared their opinions on the influence of IoTCS on assessment practices. The Internet of Things Cybersecurity Questionnaire (IoTCSQ) and Assessment Practices Scale (APS) were two instruments used for data collection and they were validated in line with the purpose of the study by three experts. The Cronbach Alpha reliability indices of the two instruments were 0.82, and 0.89 respectively. The result showed a significantly moderate positive relationship between the adoption of IoTCS and the effectiveness of assessment practices in university learning spaces, among others. The study concluded that the incorporation of IoTCS significantly influences assessment practices in university learning spaces, and recommended among others that school administrators should consider investing in IoT cybersecurity for the safety, fairness and reliability of assessment data. [ABSTRACT FROM AUTHOR]

Background: Competency-based assessment (CBA) supports the development and attainment of skills required for the workforce. Little is known about educators' experience in developing or implementing CBA in nutrition science education or their opinions on how well it captures a student's preparedness for the workforce. The objective of this study was to explore educators' experience of CBA in nutrition education in Ireland. Method: Grounded in interpretivism, in-depth, semi-structured, audio-recorded interviews were conducted with 13 educators from five of the ten undergraduate honours degree nutrition programmes across Ireland. Interviews explored experiences of CBA and perception of students training to prepare for the workforce. A reflexive thematic analysis approach was implemented whereby the data were transcribed, inductively coded, and themes identified. Results: A clear divide was evident between participants who were confident in their understanding of CBA and those who were unsure or had no knowledge of the term. Those with a clear understanding were more involved in programme development and evaluation. Three themes were identified: 'Assessment process' including intended learning outcomes, assessment design, and grading systems, 'Student-centred approach to assessment' focusing on work-based assessment and preparation for the workforce, and 'Upskilling educators' to equip educators with the skills and knowledge for professional development and to foster student success. Conclusion: The importance of CBA as a student-centred approach, supporting them to meet standards expected to practice as a nutrition professional, was the key experience of educators. Training in CBA and inclusion of more authentic assessment may better prepare students for the workforce. [ABSTRACT FROM AUTHOR]

Authentic assessment is a widely discussed concept in higher education, but it has a problem: the concept has become so all-encompassing that its meaning is now unclear. The notion has been expanded and diluted. For example, adding social justice to the definition or positioning exams as authentic, adds to the contradictions inherent within in the term. We argue for a more critical stance regarding the existing claims related to authentic assessment to ensure that the field remains evidence informed. From a position where we wholeheartedly believe in the aims and approaches of the authentic assessment movement, we conclude that for the sake of coherence and clarity, we should stop using the term ‘authentic assessment’ and instead turn our attention to focus on the component characteristics. [ABSTRACT FROM AUTHOR]

This study reports the use of Keplerate‐type {Mo72Fe30} polyoxometalate (POMs) nanostructures as a bi‐functional‐electrocatalyst for HER and OER in an alkaline medium with a lower overpotential (135 mV for HER and 264 mV for OER), and excellent electrochemical stability. The bi‐functional catalytic properties of {Mo72Fe30} POM are studied using a scanning electrochemical microscope (SECM) via current mapping using substrate generation and tip collection mode. Furthermore, the bipolar nature of the {Mo72Fe30} POM nano‐electrocatalysts is studied using the electrochemical gating via simultaneous monitoring of the electrochemical (cell) and electrical ({Mo72Fe30} POM) signals. Next, a prototype water electrolyzer fabricated using {Mo72Fe30} POM electrocatalysts showed they can drive 10 mA cm−2 with a low cell voltage of 1.62 V in lab‐scale test conditions. Notably, the {Mo72Fe30} POM electrolyzers' performance assessment based on recommended conditions for industrial aspects shows that they require a very low overpotential of 1.89 V to drive 500 mA cm−2, highlighting their promising candidature toward clean‐hydrogen production. [ABSTRACT FROM AUTHOR]

This paper presents a new integrated model for the multi-skilled project scheduling and multi-project scheduling problems, where the activities are technically linked through the generalized precedence relations (GPR). The proposed model is energy-efficient since the concerns regarding the energy consumptions of projects have been embraced as well. Reviewing the pertinent literature has revealed that the energy-efficient formulations for the multi-skill and multi-project scheduling problems with the GPR connections are very rare. For this formulation, two minimization objectives have been defined: (1) the overall duration to finish all projects and (2) the total energy consumption of all projects. This research offers a new version of the multi-objective vibration damping optimization (MOVDO) method to solve the proposed model. For the MOVDO, a new crossover-like operator has been designed that generates offspring solutions through the swapping procedure. Furthermore, a new population-updating strategy inspired by the Toom's rule cellular automaton has been devised for the MOVDO. In this strategy, each solution of the population can be replaced with its neighbor solutions based on the dominance criterion and the rules of the Toom's cellular automaton. Three other solution methodologies have been hired to solve the model in order to have a fair judgment on the efficacy of the MOVDO. The comparisons between the MOVDO and other optimizers have been conducted based on five performance assessment metrics. The results demonstrate the remarkable dominance of the MOVDO over other algorithms. [ABSTRACT FROM AUTHOR]

The aim of this study was twofold: to identify the degree of implementation of authentic assessment strategies from the point of view of Islamic Education (IE) teachers, and to determine whether any statistically significant differences between such sampled respondents’ estimations were attributable to gender or experience variables. Following the descriptive analytical approach and based on a questionnaire involving (198) male and female teachers, the study concluded that the level of IE teachers’ estimation of authentic assessment practice rated fair. Furthermore, study findings revealed no statistically significant differences related to gender or experience variables in teachers’ level of estimation. The study recommended that teacher development courses be conducted on authentic assessment strategies. [ABSTRACT FROM AUTHOR]

The post-pandemic era shaped by COVID-19 has compelled universities to reimagine their learning experiences, adapting to new educational requirements and heightened expectations. However, this transformation brings forth novel pedagogical requirements and learning limitations. In today's educational landscape, learners seek active and relevant learning experiences that seamlessly integrate interactivity, crisis awareness, and global challenges tied to a resilience and sustainability perspective. To address this imperative, our work introduces an experiential learning lab to articulate Kolb's experiential learning cycle and authentic assessment principles. By incorporating real-world events as study scenarios, higher-order skill challenges, and self-regulated learning in alignment with reflective and practical activities, we aim to enhance students' engagement and learning relevance. To illustrate practical implementation, we propose a case study methodology regarding an experiential learning lab for operations management education. Specifically, we delve into a case study centred around the Social Lab for Sustainable Logistics, involving a circular economy challenge as a learning experience during the post-COVID-19 pandemic. Preliminary results indicate that the experiential learning lab helped to create the learning experience in alignment with intended learning outcomes. However, further instances of such learning experiences are necessary to explore the contribution and applicability of the lab across diverse settings and disciplines. [ABSTRACT FROM AUTHOR]