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class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 19927</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: assessment methods</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">19807</span> An Assessment of Radio-Based Education about Female Genital Cutting and Health and Human Rights Issues in Douentza, Mali</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Juliet%20Sorensen">Juliet Sorensen</a>, <a href="https://publications.waset.org/abstracts/search?q=Megan%20Schliep"> Megan Schliep</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: After a multidisciplinary assessment of health and human rights issues in central Mali, a musical album was created in 2014 in Douentza, Mali to provide health information on female genital mutilation/cutting (FGM/C), malaria, HIV/AIDS, girls’ education, breastfeeding, and sanitation. The objective of this study was to assess the impact of this album. Methods: A mixed-methods assessment was conducted with 149 individuals across 10 villages in Douentza Cercle. Analyses focused on the association of radio listening habits, age, sex, ethnicity and education with a public health knowledge score. Results: Over 90% of respondents reported daily radio listening, many listening five or more hours per day. Potential risks of FGM/C cited by participants included death (59%), difficulty in childbirth (48%), sterility (34%), and fistula (33%); when asked about their level of control over FGM/C, 28% stated they would never cut their daughters. Being a listener for 1-5 hours per day was associated with a 11.5% higher score of 'public health knowledge' compared to those listening only a little or not at all (p < 0.01). Education (marginal versus no formal education) was associated with 7.6% increased score (p < 0.01). Conclusion: Radio appears to be a significant part of community members’ daily routines and may be a valuable medium for transmitting information, particularly for lower literacy individuals. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=female%20genital%20cutting" title="female genital cutting">female genital cutting</a>, <a href="https://publications.waset.org/abstracts/search?q=public%20health%20and%20social%20justice%20education" title=" public health and social justice education"> public health and social justice education</a>, <a href="https://publications.waset.org/abstracts/search?q=radio" title=" radio"> radio</a>, <a href="https://publications.waset.org/abstracts/search?q=Mali" title=" Mali"> Mali</a> </p> <a href="https://publications.waset.org/abstracts/67810/an-assessment-of-radio-based-education-about-female-genital-cutting-and-health-and-human-rights-issues-in-douentza-mali" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/67810.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">291</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">19806</span> Islam, Tolerance and Anti-Terrorism: A Critical Assessment with Reference to the Royal 'Amman Message'</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Adnan%20M.%20Al%20Assaf">Adnan M. Al Assaf</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research project aims to assess the methods of enhancing tolerant thinking and behavior among Muslim societies. This is in addition to spreading the anti-terrorist approach in their communities. The critical assessment for the Islamic major texts in question is the selected way for convincing, as Muslims adopt these sources as the authentic references for their lives and cultures. Moreover, this research devotes a special room to the analysis of the royal ‘Amman Message’ as a contemporary Islamic approach for enhancing tolerance and anti-terrorism from an Islamic perspective. The paper includes the study of the related concepts, texts, practical applications, with some reference to the history of Islam in human interaction, accepting the others, mercy with minorities, protecting human rights. Furthermore, it assesses the methods of enhancing tolerance and minimizing the terrorist thinking and behavior practically, in the view of Amman message, as well. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Islam" title="Islam">Islam</a>, <a href="https://publications.waset.org/abstracts/search?q=tolerance" title=" tolerance"> tolerance</a>, <a href="https://publications.waset.org/abstracts/search?q=anti-terrorism" title=" anti-terrorism"> anti-terrorism</a>, <a href="https://publications.waset.org/abstracts/search?q=coexistence" title=" coexistence"> coexistence</a>, <a href="https://publications.waset.org/abstracts/search?q=Amman%20Message" title=" Amman Message"> Amman Message</a> </p> <a href="https://publications.waset.org/abstracts/83277/islam-tolerance-and-anti-terrorism-a-critical-assessment-with-reference-to-the-royal-amman-message" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/83277.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">466</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">19805</span> Safety Climate Assessment and Its Impact on the Productivity of Construction Enterprises</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Krzysztof%20J.%20Czarnocki">Krzysztof J. Czarnocki</a>, <a href="https://publications.waset.org/abstracts/search?q=F.%20Silveira"> F. Silveira</a>, <a href="https://publications.waset.org/abstracts/search?q=E.%20Czarnocka"> E. Czarnocka</a>, <a href="https://publications.waset.org/abstracts/search?q=K.%20Szaniawska"> K. Szaniawska</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Research background: Problems related to the occupational health and decreasing level of safety occur commonly in the construction industry. Important factor in the occupational safety in construction industry is scaffold use. All scaffolds used in construction, renovation, and demolition shall be erected, dismantled and maintained in accordance with safety procedure. Increasing demand for new construction projects unfortunately still is linked to high level of occupational accidents. Therefore, it is crucial to implement concrete actions while dealing with scaffolds and risk assessment in construction industry, the way on doing assessment and liability of assessment is critical for both construction workers and regulatory framework. Unfortunately, professionals, who tend to rely heavily on their own experience and knowledge when taking decisions regarding risk assessment, may show lack of reliability in checking the results of decisions taken. Purpose of the article: The aim was to indicate crucial parameters that could be modeling with Risk Assessment Model (RAM) use for improving both building enterprise productivity and/or developing potential and safety climate. The developed RAM could be a benefit for predicting high-risk construction activities and thus preventing accidents occurred based on a set of historical accident data. Methodology/Methods: A RAM has been developed for assessing risk levels as various construction process stages with various work trades impacting different spheres of enterprise activity. This project includes research carried out by teams of researchers on over 60 construction sites in Poland and Portugal, under which over 450 individual research cycles were carried out. The conducted research trials included variable conditions of employee exposure to harmful physical and chemical factors, variable levels of stress of employees and differences in behaviors and habits of staff. Genetic modeling tool has been used for developing the RAM. Findings and value added: Common types of trades, accidents, and accident causes have been explored, in addition to suitable risk assessment methods and criteria. We have found that the initial worker stress level is more direct predictor for developing the unsafe chain leading to the accident rather than the workload, or concentration of harmful factors at the workplace or even training frequency and management involvement. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=safety%20climate" title="safety climate">safety climate</a>, <a href="https://publications.waset.org/abstracts/search?q=occupational%20health" title=" occupational health"> occupational health</a>, <a href="https://publications.waset.org/abstracts/search?q=civil%20engineering" title=" civil engineering"> civil engineering</a>, <a href="https://publications.waset.org/abstracts/search?q=productivity" title=" productivity"> productivity</a> </p> <a href="https://publications.waset.org/abstracts/75233/safety-climate-assessment-and-its-impact-on-the-productivity-of-construction-enterprises" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/75233.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">322</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">19804</span> Mismatch of Heavy Equipment Repairer Student’s Skills and Employer’s Needs</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bolormaa%20Dalanbayar">Bolormaa Dalanbayar</a>, <a href="https://publications.waset.org/abstracts/search?q=Batsaikhan%20Ulaankhuu"> Batsaikhan Ulaankhuu</a>, <a href="https://publications.waset.org/abstracts/search?q=Bayarmaa%20Tsogtbaatar"> Bayarmaa Tsogtbaatar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this study, we surveyed employers and students to identify compliance between employers' needs and student self-assessment of skills. Employers' survey consisted of fifteen questions to determine employers' assessment of the knowledge and skills of graduates in heavy equipment repairer's programs from four TVET schools. We also compared a survey questionnaire with Liebherr brands' job duty requirements, which determines the training needs and qualification level of their new workers. The study shows more than 76% of employers assessed professional knowledge as sufficient, more than 47% of employers assessed vocational skills as sufficient and more than 43% of employers rated attitudes as sufficient. Therefore, we can state there is a skill mismatch between the employer's assessment and students' self-assessment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=skill%20mismatch" title="skill mismatch">skill mismatch</a>, <a href="https://publications.waset.org/abstracts/search?q=employer%E2%80%99s%20needs" title=" employer’s needs"> employer’s needs</a>, <a href="https://publications.waset.org/abstracts/search?q=competence-based%20curriculum" title=" competence-based curriculum"> competence-based curriculum</a>, <a href="https://publications.waset.org/abstracts/search?q=employers%20assessment" title=" employers assessment"> employers assessment</a> </p> <a href="https://publications.waset.org/abstracts/186265/mismatch-of-heavy-equipment-repairer-students-skills-and-employers-needs" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/186265.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">36</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">19803</span> Identifying Teachers’ Perception of Integrity in School-Based Assessment Practice: A Case Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abd%20Aziz%20Bin%20Abd%20Shukor">Abd Aziz Bin Abd Shukor</a>, <a href="https://publications.waset.org/abstracts/search?q=Eftah%20Binti%20Moh%20Hj%20Abdullah"> Eftah Binti Moh Hj Abdullah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This case study aims to identify teachers’ perception as regards integrity in School-Ba sed Assessment (PBS) practice. This descriptive study involved 9 teachers from 4 secondary schools in 3 districts in the state of Perak. The respondents had undergone an integrity in PBS Practice interview using a focused group discussion method. The overall findings showed that the teachers believed that integrity in PBS practice could be achieved by adjusting the teaching methods align with learning objectives and the students’ characteristics. Many teachers, parents and student did not understand the best practice of PBS. This would affect the integrity in PBS practice. Teachers did not emphasis the principles and ethics. Their integrity as an innovative public servant may also be affected with the frequently changing assessment system, lack of training and no prior action research. The analysis of findings showed that the teachers viewed that organizational integrity involving the integrity of PBS was difficult to be implemented based on the expectations determined by Malaysia Ministry of Education (KPM). A few elements which assisted in the achievement of PBS integrity were the training, students’ understanding, the parents’ understanding of PBS, environment (involving human resources such as support and appreciation and non-human resources such as technology infrastructure readiness and media). The implications of this study show that teachers, as the PBS implementers, have a strong influence on the integrity of PBS. However, the transformation of behavior involving PBS integrity among teachers requires the stabilisation of support and infrastructure in order to enable the teachers to implement PBS in an ethical manner. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=assessment%20integrity" title="assessment integrity">assessment integrity</a>, <a href="https://publications.waset.org/abstracts/search?q=integrity" title=" integrity"> integrity</a>, <a href="https://publications.waset.org/abstracts/search?q=perception" title=" perception"> perception</a>, <a href="https://publications.waset.org/abstracts/search?q=school-based%20assessment" title=" school-based assessment"> school-based assessment</a> </p> <a href="https://publications.waset.org/abstracts/41309/identifying-teachers-perception-of-integrity-in-school-based-assessment-practice-a-case-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/41309.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">356</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">19802</span> An Exploratory Sequential Design: A Mixed Methods Model for the Statistics Learning Assessment with a Bayesian Network Representation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zhidong%20Zhang">Zhidong Zhang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study established a mixed method model in assessing statistics learning with Bayesian network models. There are three variants in exploratory sequential designs. There are three linked steps in one of the designs: qualitative data collection and analysis, quantitative measure, instrument, intervention, and quantitative data collection analysis. The study used a scoring model of analysis of variance (ANOVA) as a content domain. The research study is to examine students’ learning in both semantic and performance aspects at fine grain level. The ANOVA score model, y = α+ βx1 + γx1+ ε, as a cognitive task to collect data during the student learning process. When the learning processes were decomposed into multiple steps in both semantic and performance aspects, a hierarchical Bayesian network was established. This is a theory-driven process. The hierarchical structure was gained based on qualitative cognitive analysis. The data from students’ ANOVA score model learning was used to give evidence to the hierarchical Bayesian network model from the evidential variables. Finally, the assessment results of students’ ANOVA score model learning were reported. Briefly, this was a mixed method research design applied to statistics learning assessment. The mixed methods designs expanded more possibilities for researchers to establish advanced quantitative models initially with a theory-driven qualitative mode. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=exploratory%20sequential%20design" title="exploratory sequential design">exploratory sequential design</a>, <a href="https://publications.waset.org/abstracts/search?q=ANOVA%20score%20model" title=" ANOVA score model"> ANOVA score model</a>, <a href="https://publications.waset.org/abstracts/search?q=Bayesian%20network%20model" title=" Bayesian network model"> Bayesian network model</a>, <a href="https://publications.waset.org/abstracts/search?q=mixed%20methods%20research%20design" title=" mixed methods research design"> mixed methods research design</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20analysis" title=" cognitive analysis"> cognitive analysis</a> </p> <a href="https://publications.waset.org/abstracts/102367/an-exploratory-sequential-design-a-mixed-methods-model-for-the-statistics-learning-assessment-with-a-bayesian-network-representation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/102367.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">195</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">19801</span> School Based Assessment Issues in Selected Malaysian Primary Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nur%20Amalina%20Dayana%20Abd%20Aziz">Nur Amalina Dayana Abd Aziz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Assessment is an integral part of teaching and learning in any syllabus in the world. Recently, a new assessment system, School-Based Assessment (SBA) was introduced and implemented in the Malaysian education system to promote a more holistic, integrated and balanced assessment system. This effort is part of the reformation made in the Government Transformation Plan (GTP) to produce a world-class human capital as we are reaching and achieving the Vision 2020 in the near future. However, this new change has raised awareness and concerns from teachers, students, parents and non-profit organizations on how the new assessment is to be implemented and how it is affecting the students and teachers particularly. Therefore, this paper aims to investigate the issues that teachers face in implementing SBA in primary schools, the measures taken to address the issues and to propose ways of managing school-based assessment. Five national primary schools focusing in the urban areas in the Selangor state are chosen for this study to carry out. Data for the study will be gathered from interviews with teachers from each school, surveys and classrooms observation will be conducted in each school, and relevant documents are collected from the selected schools. The findings of this study will present the current issues that teachers from various types of national primary schools are facing and what actions they took to overcome the problems in carrying out SBA. Suggestions on how to better manage school-based assessment for teachers are also provided in this paper. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=community%20of%20practice" title="community of practice">community of practice</a>, <a href="https://publications.waset.org/abstracts/search?q=curriculum" title=" curriculum"> curriculum</a>, <a href="https://publications.waset.org/abstracts/search?q=managing%20change" title=" managing change"> managing change</a>, <a href="https://publications.waset.org/abstracts/search?q=school-based%20assessment" title=" school-based assessment "> school-based assessment </a> </p> <a href="https://publications.waset.org/abstracts/37883/school-based-assessment-issues-in-selected-malaysian-primary-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/37883.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">430</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">19800</span> Short Text Classification Using Part of Speech Feature to Analyze Students' Feedback of Assessment Components</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zainab%20Mutlaq%20Ibrahim">Zainab Mutlaq Ibrahim</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohamed%20Bader-El-Den"> Mohamed Bader-El-Den</a>, <a href="https://publications.waset.org/abstracts/search?q=Mihaela%20Cocea"> Mihaela Cocea</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Students' textual feedback can hold unique patterns and useful information about learning process, it can hold information about advantages and disadvantages of teaching methods, assessment components, facilities, and other aspects of teaching. The results of analysing such a feedback can form a key point for institutions’ decision makers to advance and update their systems accordingly. This paper proposes a data mining framework for analysing end of unit general textual feedback using part of speech feature (PoS) with four machine learning algorithms: support vector machines, decision tree, random forest, and naive bays. The proposed framework has two tasks: first, to use the above algorithms to build an optimal model that automatically classifies the whole data set into two subsets, one subset is tailored to assessment practices (assessment related), and the other one is the non-assessment related data. Second task to use the same algorithms to build an optimal model for whole data set, and the new data subsets to automatically detect their sentiment. The significance of this paper is to compare the performance of the above four algorithms using part of speech feature to the performance of the same algorithms using n-grams feature. The paper follows Knowledge Discovery and Data Mining (KDDM) framework to construct the classification and sentiment analysis models, which is understanding the assessment domain, cleaning and pre-processing the data set, selecting and running the data mining algorithm, interpreting mined patterns, and consolidating the discovered knowledge. The results of this paper experiments show that both models which used both features performed very well regarding first task. But regarding the second task, models that used part of speech feature has underperformed in comparison with models that used unigrams and bigrams. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=assessment" title="assessment">assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=part%20of%20speech" title=" part of speech"> part of speech</a>, <a href="https://publications.waset.org/abstracts/search?q=sentiment%20analysis" title=" sentiment analysis"> sentiment analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20feedback" title=" student feedback"> student feedback</a> </p> <a href="https://publications.waset.org/abstracts/101085/short-text-classification-using-part-of-speech-feature-to-analyze-students-feedback-of-assessment-components" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/101085.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">148</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">19799</span> Changing Trends and Attitudes towards Online Assessment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ren%C3%A1ta%20Nagy">Renáta Nagy</a>, <a href="https://publications.waset.org/abstracts/search?q=Alexandra%20Csongor"> Alexandra Csongor</a>, <a href="https://publications.waset.org/abstracts/search?q=Jon%20Marquette"> Jon Marquette</a>, <a href="https://publications.waset.org/abstracts/search?q=Vilmos%20Warta"> Vilmos Warta</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The presentation aims at eliciting insight into the results of ongoing research regarding evolving trends and attitudes towards online assessment of English for Medical Purposes. The focus pinpointsonline as one of the most trending formsavailable during the global pandemic. The study was first initiated in 2019 in which its main target was to reveal the intriguing question of students’ and assessors’ attitudes towards online assessment. The research questions the attitudes towards the latest trends, possible online task types, their advantagesand disadvantages through an in-depth experimental process currently undergoing implementation. Material and methods include surveys, needs and wants analysis, and thorough investigations regarding candidates’ and assessors’ attitudes towards online tests in the field of Medicine. The examined test tasks include various online tests drafted in both English and Hungarian by student volunteers at the Medical School of the University of Pécs, Hungary. Over 400 respondents from more than 28 countries participated in the survey, which gives us an international and intercultural insight into how students with different cultural and educational background deal with the evolving online world. The results show the pandemic’s impact, which brought the slumbering online world of assessing roaring alive, fully operational andnowbearsphenomenalrelevancein today’s global education. Undeniably, the results can be used as a perspective in a vast array of contents. The survey hypothesized the generation of the 21st century expect everything readily available online, however, questions whether they are ready for this challenge are lurking in the background. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=assessment" title="assessment">assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=changes" title=" changes"> changes</a>, <a href="https://publications.waset.org/abstracts/search?q=english" title=" english"> english</a>, <a href="https://publications.waset.org/abstracts/search?q=ESP" title=" ESP"> ESP</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20assessment" title=" online assessment"> online assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=online" title=" online"> online</a>, <a href="https://publications.waset.org/abstracts/search?q=trends" title=" trends"> trends</a> </p> <a href="https://publications.waset.org/abstracts/147284/changing-trends-and-attitudes-towards-online-assessment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/147284.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">211</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">19798</span> Dental Students’ Self-Assessment of Their Performance in a Preclinical Endodontic Practice</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Minseock%20Seo">Minseock Seo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Dental education consists of both theoretical and practical learning for students. When dental students encounter practical courses as a new educational experience, they must also learn to evaluate themselves. The aim of this study was to investigate the self-assessment scores of third-year dental students and compare with the scores graded by the faculty in preclinical endodontic practice in a dental school in Korea. Faculty- and student-assigned scores were calculated from preclinical endodontic practice performed on phantom patients. The students were formally instructed on grading procedures for endodontic treatment. After each step, each item was assessed by the student. The students’ self-assessment score was then compared to the score by the faculty. The students were divided into 4 groups by analyzing the scores of self-assessment and faculty-assessment and statistically analyzed by summing the theoretical and practical examination scores. In the theoretical exam score, the group who over-estimated their performance (H group) was lower than the group with lower evaluation (L group). When comparing the first and last score determined by the faculty, H groups didn’t show any improvement, while the other group did. In H group, the less improvement of the self-assessment, the higher the theoretical exam score. In L group, the higher improvement of the self-assessment, the better the theoretical exam score. The results point to the need to develop students’ self-insight with more exercises and practical training. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=dental%20students" title="dental students">dental students</a>, <a href="https://publications.waset.org/abstracts/search?q=endodontic" title=" endodontic"> endodontic</a>, <a href="https://publications.waset.org/abstracts/search?q=preclinical%20practice" title=" preclinical practice"> preclinical practice</a>, <a href="https://publications.waset.org/abstracts/search?q=self-assessment" title=" self-assessment"> self-assessment</a> </p> <a href="https://publications.waset.org/abstracts/88599/dental-students-self-assessment-of-their-performance-in-a-preclinical-endodontic-practice" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/88599.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">257</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">19797</span> Case-Based Reasoning for Modelling Random Variables in the Reliability Assessment of Existing Structures</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Francesca%20Marsili">Francesca Marsili</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The reliability assessment of existing structures with probabilistic methods is becoming an increasingly important and frequent engineering task. However probabilistic reliability methods are based on an exhaustive knowledge of the stochastic modeling of the variables involved in the assessment; at the moment standards for the modeling of variables are absent, representing an obstacle to the dissemination of probabilistic methods. The framework according to probability distribution functions (PDFs) are established is represented by the Bayesian statistics, which uses Bayes Theorem: a prior PDF for the considered parameter is established based on information derived from the design stage and qualitative judgments based on the engineer past experience; then, the prior model is updated with the results of investigation carried out on the considered structure, such as material testing, determination of action and structural properties. The application of Bayesian statistics arises two different kind of problems: 1. The results of the updating depend on the engineer previous experience; 2. The updating of the prior PDF can be performed only if the structure has been tested, and quantitative data that can be statistically manipulated have been collected; performing tests is always an expensive and time consuming operation; furthermore, if the considered structure is an ancient building, destructive tests could compromise its cultural value and therefore should be avoided. In order to solve those problems, an interesting research path is represented by investigating Artificial Intelligence (AI) techniques that can be useful for the automation of the modeling of variables and for the updating of material parameters without performing destructive tests. Among the others, one that raises particular attention in relation to the object of this study is constituted by Case-Based Reasoning (CBR). In this application, cases will be represented by existing buildings where material tests have already been carried out and an updated PDFs for the material mechanical parameters has been computed through a Bayesian analysis. Then each case will be composed by a qualitative description of the material under assessment and the posterior PDFs that describe its material properties. The problem that will be solved is the definition of PDFs for material parameters involved in the reliability assessment of the considered structure. A CBR system represent a good candi¬date in automating the modelling of variables because: 1. Engineers already draw an estimation of the material properties based on the experience collected during the assessment of similar structures, or based on similar cases collected in literature or in data-bases; 2. Material tests carried out on structure can be easily collected from laboratory database or from literature; 3. The system will provide the user of a reliable probabilistic description of the variables involved in the assessment that will also serve as a tool in support of the engineer’s qualitative judgments. Automated modeling of variables can help in spreading probabilistic reliability assessment of existing buildings in the common engineering practice, and target at the best intervention and further tests on the structure; CBR represents a technique which may help to achieve this. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=reliability%20assessment%20of%20existing%20buildings" title="reliability assessment of existing buildings">reliability assessment of existing buildings</a>, <a href="https://publications.waset.org/abstracts/search?q=Bayesian%20analysis" title=" Bayesian analysis"> Bayesian analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=case-based%20reasoning" title=" case-based reasoning"> case-based reasoning</a>, <a href="https://publications.waset.org/abstracts/search?q=historical%20structures" title=" historical structures"> historical structures</a> </p> <a href="https://publications.waset.org/abstracts/34765/case-based-reasoning-for-modelling-random-variables-in-the-reliability-assessment-of-existing-structures" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/34765.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">342</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">19796</span> Formative Assessment of Creative Thinking Skills Embedded in Learning Through Play</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yigal%20Rosen">Yigal Rosen</a>, <a href="https://publications.waset.org/abstracts/search?q=Garrett%20Jaeger"> Garrett Jaeger</a>, <a href="https://publications.waset.org/abstracts/search?q=Michelle%20Newstadt"> Michelle Newstadt</a>, <a href="https://publications.waset.org/abstracts/search?q=Ilia%20Rushkin"> Ilia Rushkin</a>, <a href="https://publications.waset.org/abstracts/search?q=Sara%20Bakken"> Sara Bakken</a> </p> <p class="card-text"><strong>Abstract:</strong></p> All children are capable of advancing their creative thinking skills and engaging in creative play. Creative play puts children in charge of exploring ideas, relationships, spaces and problems. Supported by The LEGO Foundation, the creative thinking formative assessment is designed to provide valid, reliable and informative measurement to support the development of creative skills while children are engaged in Learning through Play. In this paper we provide an overview of the assessment framework underpinned the assessment of creative thinking and report the results from the 2022 pilot study demonstrating promising evidence on the ability to measure creative skills in a conceptually and ecologically valid way to inform the development of creative skills. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=creativity" title="creativity">creativity</a>, <a href="https://publications.waset.org/abstracts/search?q=creative%20thinking" title=" creative thinking"> creative thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=assessment" title=" assessment"> assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20through%20play" title=" learning through play"> learning through play</a>, <a href="https://publications.waset.org/abstracts/search?q=creative%20play" title=" creative play"> creative play</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20progressions" title=" learning progressions"> learning progressions</a> </p> <a href="https://publications.waset.org/abstracts/156668/formative-assessment-of-creative-thinking-skills-embedded-in-learning-through-play" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/156668.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">141</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">19795</span> Development a Fine Motor and Executive Function Assessment (FiM&EF) for Assessing School Aged Children with Attention Deficit/Hyperactivity Disorder (AD/HD)</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Negar%20Miri-Lavasani">Negar Miri-Lavasani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Children with Attention-deficit/hyperactivity disorder (ADHD) show fine motor skills difficulties, and it is controversial whether this difficulty is based on problems in their fine motor skills or their executive function impairments. Objectives of Study: The Fine Motor and Executive Function assessment tool (FiM&EF) was developed to answer the question, ‘Do the fine motor skill deficits in children with ADHD come from their fine motor problems or is it caused by their executive function problems?’. This paper describes the development of a new assessment of Fine Motor and Executive Function (FiM &EF) needed by primary school students with ADHD aged 6-12 years with ADHD. Methods: A study on the content validity established through a survey of a panel of nine experts is explained in detail. Findings: Most the experts agreed such an assessment was needed and two items were deleted as a result of experts’ feedback. Relevance to Clinical Practice: Distinguishing the main reason of fine motor problem in these children could help the clinician for their therapy plans. Knowledge on the influence of executive functioning on fine motor ability in selected age children with ADHD would provide a clearer clinical picture of the fine motor capabilities and executive function for these children. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=children%20with%20ADHD" title="children with ADHD">children with ADHD</a>, <a href="https://publications.waset.org/abstracts/search?q=executive%20function" title=" executive function"> executive function</a>, <a href="https://publications.waset.org/abstracts/search?q=fine%20motor" title=" fine motor"> fine motor</a>, <a href="https://publications.waset.org/abstracts/search?q=test" title=" test"> test</a> </p> <a href="https://publications.waset.org/abstracts/77892/development-a-fine-motor-and-executive-function-assessment-fimef-for-assessing-school-aged-children-with-attention-deficithyperactivity-disorder-adhd" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/77892.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">295</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">19794</span> Promoting Non-Formal Learning Mobility in the Field of Youth</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Juha%20Kettunen">Juha Kettunen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study is to develop a framework for the assessment of research and development projects. The assessment map is developed in this study based on the strategy map of the balanced scorecard approach. The assessment map is applied in a project that aims to reduce the inequality and risk of exclusion of young people from disadvantaged social groups. The assessment map denotes that not only funding but also necessary skills and qualifications should be carefully assessed in the implementation of the project plans so as to achieve the objectives of projects and the desired impact. The results of this study are useful for those who want to develop the implementation of the Erasmus+ Programme and the project teams of research and development projects. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=non-formal%20learning" title="non-formal learning">non-formal learning</a>, <a href="https://publications.waset.org/abstracts/search?q=youth%20work" title=" youth work"> youth work</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20inclusion" title=" social inclusion"> social inclusion</a>, <a href="https://publications.waset.org/abstracts/search?q=innovation" title=" innovation"> innovation</a> </p> <a href="https://publications.waset.org/abstracts/64256/promoting-non-formal-learning-mobility-in-the-field-of-youth" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/64256.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">302</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">19793</span> Preservice Science Teachers' Understanding of Equitable Assessment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kemal%20Izci">Kemal Izci</a>, <a href="https://publications.waset.org/abstracts/search?q=Ahmet%20Oguz%20Akturk"> Ahmet Oguz Akturk</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Learning is dependent on cognitive and physical differences as well as other differences such as ethnicity, language, and culture. Furthermore, these differences also influence how students show their learning. Assessment is an integral part of learning and teaching process and is essential for effective instruction. In order to provide effective instruction, teachers need to provide equal assessment opportunities for all students to see their learning difficulties and use them to modify instruction to aid learning. Successful assessment practices are dependent upon the knowledge and value of teachers. Therefore, in order to use assessment to assess and support diverse students learning, preservice and inservice teachers should hold an appropriate understanding of equitable assessment. In order to prepare teachers to help them support diverse student learning, as a first step, this study aims to explore how preservice teachers’ understand equitable assessment. 105 preservice science teachers studying at teacher preparation program in a large university located at Eastern part of Turkey participated in the current study. A questionnaire, preservice teachers’ reflection papers and interviews served as data sources for this study. All collected data qualitatively analyzed to develop themes that illustrate preservice science teachers’ understanding of equitable assessment. Results of the study showed that preservice teachers mostly emphasized fairness including fairness in grading and fairness in asking questions not out of covered concepts for equitable assessment. However, most of preservice teachers do not show an understanding of equity for providing equal opportunities for all students to display their understanding of related content. For some preservice teachers providing different opportunities (providing extra time for non-native speaking students) for some students seems to be unfair for other students and therefore, these kinds of refinements do not need to be used. The results of the study illustrated that preservice science teachers mostly understand equitable assessment as fairness and less highlight the role of using equitable assessment to support all student learning, which is more important in order to improve students’ achievement of science. Therefore, we recommend that more opportunities should be provided for preservice teachers engage in a more broad understanding of equitable assessment and learn how to use equitable assessment practices to aid and support all students learning trough classroom assessment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=science%20teaching" title="science teaching">science teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=equitable%20assessment" title=" equitable assessment"> equitable assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=assessment%20literacy" title=" assessment literacy"> assessment literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=preservice%20science%20teachers" title=" preservice science teachers"> preservice science teachers</a> </p> <a href="https://publications.waset.org/abstracts/38221/preservice-science-teachers-understanding-of-equitable-assessment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/38221.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">305</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">19792</span> Students’ Perceptions of Formative Assessment Feedback: A Case Study for Undergraduate Students in Bahrain</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hasan%20Husain%20Ali%20Abdulnabi">Hasan Husain Ali Abdulnabi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Formative assessment feedback is increasingly practiced in higher education. Instructors allocate great time and effort to provide assessment feedback. However, educators are not sure about students’ perceptions, understanding and respond to the feedback given, as very limited research have been done about what students do with feedback and whether if they understand it. This study aims to explore students’ conceptions and perceptions of formative assessment feedback through questionnaire and focus group interviews. One hundred eighty undergraduate students doing different courses filled the questionnaire, and ten focus group discussions were conducted. Basic descriptive and content analyses were used to analyze students’ responses to the questionnaire, while grounded theory with open coding was used to analyze the focus group interviews. The study revealed that most students believe assessment feedback is helpful to improve their academic performance, and they take time to read, think and discuss their feedback. Also, the study shows most students understand the feedback given. However, students expressed that most of the written feedback given are too general, and they prefer individual oral feedback as it can lead to better understanding on how what and where to improve. The study concluded that students believe formative assessment feedback is valuable, students have reasonable understanding and respond to the feedback provided. However, this practice could be improved by requesting lecturers to make more specific feedback and communicate with students on the way of interpreting and using assessment feedback as a part of the learning and teaching process. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=assessment" title="assessment">assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=feedback" title=" feedback"> feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=formative" title=" formative"> formative</a>, <a href="https://publications.waset.org/abstracts/search?q=undergraduate" title=" undergraduate"> undergraduate</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a> </p> <a href="https://publications.waset.org/abstracts/164926/students-perceptions-of-formative-assessment-feedback-a-case-study-for-undergraduate-students-in-bahrain" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/164926.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">94</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">19791</span> The Effectiveness of Computerized Dynamic Listening Assessment Informed by Attribute-Based Mediation Model</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yaru%20Meng">Yaru Meng</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study contributes to the small but growing literature around computerized approaches to dynamic assessment (C-DA), wherein individual items are accompanied by mediating prompts. Mediation in the current computerized dynamic listening assessment (CDLA) was informed by an attribute-based mediation model (AMM) that identified the underlying L2 listening cognitive abilities and associated descriptors. The AMM served to focus mediation during C-DA on particular cognitive abilities with a goal of specifying areas of learner difficulty. 86 low-intermediate L2 English learners from a university in China completed three listening assessments, with an experimental group receiving the CLDA system and a control group a non-dynamic assessment. As an assessment, the use of the AMM in C-DA generated detailed diagnoses for each learner. In addition, both within- and between-group repeated ANOVA found greater gains at the level of specific attributes among C-DA learners over the course of a 5-week study. Directions for future research are discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=computerized%20dynamic%20assessment" title="computerized dynamic assessment">computerized dynamic assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=effectiveness" title=" effectiveness"> effectiveness</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20as%20foreign%20language%20listening" title=" English as foreign language listening"> English as foreign language listening</a>, <a href="https://publications.waset.org/abstracts/search?q=attribute-based%20mediation%20model" title=" attribute-based mediation model"> attribute-based mediation model</a> </p> <a href="https://publications.waset.org/abstracts/132564/the-effectiveness-of-computerized-dynamic-listening-assessment-informed-by-attribute-based-mediation-model" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/132564.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">230</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">19790</span> Railway Accidents: Using the Global Railway Accident Database and Evaluation for Risk Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mathias%20Linden">Mathias Linden</a>, <a href="https://publications.waset.org/abstracts/search?q=Andr%C3%A9%20Schneider"> André Schneider</a>, <a href="https://publications.waset.org/abstracts/search?q=Harald%20F.%20O.%20von%20Korflesch"> Harald F. O. von Korflesch</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The risk of train accidents is an ongoing concern for railway organizations, governments, insurance companies and other depended sectors. Safety technologies are installed to reduce and to prevent potential damages of train accidents. Since the budgetary for the safety of railway organizations is limited, it is necessary not only to achieve a high availability and high safety standard but also to be cost effective. Therefore, an economic assessment of safety technologies is fundamental to create an accurate risk analysis. In order to conduct an economical assessment of a railway safety technology and a quantification of the costs of the accident causes, the Global Railway Accident Database & Evaluation (GRADE) has been developed. The aim of this paper is to describe the structure of this accident database and to show how it can be used for risk analyses. A number of risk analysis methods, such as the probabilistic safety assessment method (PSA), was used to demonstrate this accident database’s different possibilities of risk analysis. In conclusion, it can be noted that these analyses would not be as accurate without GRADE. The information gathered in the accident database was not available in this way before. Our findings are relevant for railway operators, safety technology suppliers, assurances, governments and other concerned railway organizations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=accident%20causes" title="accident causes">accident causes</a>, <a href="https://publications.waset.org/abstracts/search?q=accident%20costs" title=" accident costs"> accident costs</a>, <a href="https://publications.waset.org/abstracts/search?q=accident%20database" title=" accident database"> accident database</a>, <a href="https://publications.waset.org/abstracts/search?q=global%20railway%20accident%20database%20%26%20evaluation" title=" global railway accident database & evaluation"> global railway accident database & evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=GRADE" title=" GRADE"> GRADE</a>, <a href="https://publications.waset.org/abstracts/search?q=probabilistic%20safety%20assessment" title=" probabilistic safety assessment"> probabilistic safety assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=PSA" title=" PSA"> PSA</a>, <a href="https://publications.waset.org/abstracts/search?q=railway%20accidents" title=" railway accidents"> railway accidents</a>, <a href="https://publications.waset.org/abstracts/search?q=risk%20analysis" title=" risk analysis"> risk analysis</a> </p> <a href="https://publications.waset.org/abstracts/68572/railway-accidents-using-the-global-railway-accident-database-and-evaluation-for-risk-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/68572.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">369</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">19789</span> Holistic Risk Assessment Based on Continuous Data from the User’s Behavior and Environment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Cinzia%20Carrodano">Cinzia Carrodano</a>, <a href="https://publications.waset.org/abstracts/search?q=Dimitri%20Konstantas"> Dimitri Konstantas</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Risk is part of our lives. In today’s society risk is connected to our safety and safety has become a major priority in our life. Each person lives his/her life based on the evaluation of the risk he/she is ready to accept and sustain, and the level of safety he/she wishes to reach, based on highly personal criteria. The assessment of risk a person takes in a complex environment and the impact of actions of other people’actions and events on our perception of risk are alements to be considered. The concept of Holistic Risk Assessment (HRA) aims in developing a methodology and a model that will allow us to take into account elements outside the direct influence of the individual, and provide a personalized risk assessment. The concept is based on the fact that in the near future, we will be able to gather and process extremely large amounts of data about an individual and his/her environment in real time. The interaction and correlation of these data is the key element of the holistic risk assessment. In this paper, we present the HRA concept and describe the most important elements and considerations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=continuous%20data" title="continuous data">continuous data</a>, <a href="https://publications.waset.org/abstracts/search?q=dynamic%20risk" title=" dynamic risk"> dynamic risk</a>, <a href="https://publications.waset.org/abstracts/search?q=holistic%20risk%20assessment" title=" holistic risk assessment"> holistic risk assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=risk%20concept" title=" risk concept"> risk concept</a> </p> <a href="https://publications.waset.org/abstracts/145051/holistic-risk-assessment-based-on-continuous-data-from-the-users-behavior-and-environment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/145051.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">133</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">19788</span> Digital Library Evaluation by SWARA-WASPAS Method</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mehmet%20Y%C3%B6r%C3%BCko%C4%9Flu">Mehmet Yörükoğlu</a>, <a href="https://publications.waset.org/abstracts/search?q=Serhat%20Ayd%C4%B1n"> Serhat Aydın</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Since the discovery of the manuscript, mechanical methods for storing, transferring and using the information have evolved into digital methods over the time. In this process, libraries that are the center of the information have also become digitized and become accessible from anywhere and at any time in the world by taking on a structure that has no physical boundaries. In this context, some criteria for information obtained from digital libraries have become more important for users. This paper evaluates the user criteria from different perspectives that make a digital library more useful. The Step-Wise Weight Assessment Ratio Analysis-Weighted Aggregated Sum Product Assessment (SWARA-WASPAS) method is used with flexibility and easy calculation steps for the evaluation of digital library criteria. Three different digital libraries are evaluated by information technology experts according to five conflicting main criteria, ‘interface design’, ‘effects on users’, ‘services’, ‘user engagement’ and ‘context’. Finally, alternatives are ranked in descending order. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=digital%20library" title="digital library">digital library</a>, <a href="https://publications.waset.org/abstracts/search?q=multi%20criteria%20decision%20making" title=" multi criteria decision making"> multi criteria decision making</a>, <a href="https://publications.waset.org/abstracts/search?q=SWARA-WASPAS%20method" title=" SWARA-WASPAS method"> SWARA-WASPAS method</a> </p> <a href="https://publications.waset.org/abstracts/110650/digital-library-evaluation-by-swara-waspas-method" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/110650.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">157</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">19787</span> Reliability-based Condition Assessment of Offshore Wind Turbines using SHM data </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Caglayan%20Hizal">Caglayan Hizal</a>, <a href="https://publications.waset.org/abstracts/search?q=Hasan%20Emre%20Demirci"> Hasan Emre Demirci</a>, <a href="https://publications.waset.org/abstracts/search?q=Engin%20Aktas"> Engin Aktas</a>, <a href="https://publications.waset.org/abstracts/search?q=Alper%20Sezer"> Alper Sezer</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Offshore wind turbines consist of a long slender tower with a heavy fixed mass on the top of the tower (nacelle), together with a heavy rotating mass (blades and hub). They are always subjected to environmental loads including wind and wave loads in their service life. This study presents a three-stage methodology for reliability-based condition assessment of offshore wind-turbines against the seismic, wave and wind induced effects considering the soil-structure interaction. In this context, failure criterions are considered as serviceability limits of a monopile supporting an Offshore Wind Turbine: (a) allowable horizontal displacement at pile head should not exceed 0.2 m, (b) rotations at pile head should not exceed 0.5°. A Bayesian system identification framework is adapted to the classical reliability analysis procedure. Using this framework, a reliability assessment can be directly implemented to the updated finite element model without performing time-consuming methods. For numerical verification, simulation data of the finite model of a real offshore wind-turbine structure is investigated using the three-stage methodology. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Offshore%20wind%20turbines" title="Offshore wind turbines">Offshore wind turbines</a>, <a href="https://publications.waset.org/abstracts/search?q=SHM" title=" SHM"> SHM</a>, <a href="https://publications.waset.org/abstracts/search?q=reliability%20assessment" title=" reliability assessment"> reliability assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=soil-structure%20interaction" title=" soil-structure interaction"> soil-structure interaction</a> </p> <a href="https://publications.waset.org/abstracts/135552/reliability-based-condition-assessment-of-offshore-wind-turbines-using-shm-data" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/135552.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">540</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">19786</span> Developing Critical-Process Skills Integrated Assessment Instrument as Alternative Assessment on Electrolyte Solution Matter in Senior High School</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sri%20Rejeki%20Dwi%20Astuti">Sri Rejeki Dwi Astuti</a>, <a href="https://publications.waset.org/abstracts/search?q=Suyanta"> Suyanta</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The demanding of the asessment in learning process was impact by policy changes. Nowadays, the assessment not only emphasizes knowledge, but also skills and attitude. However, in reality there are many obstacles in measuring them. This paper aimed to describe how to develop instrument of integrated assessment as alternative assessment to measure critical thinking skills and science process skills in electrolyte solution and to describe instrument’s characteristic such as logic validity and construct validity. This instrument development used test development model by McIntire. Development process data was acquired based on development test step and was analyzed by qualitative analysis. Initial product was observed by three peer reviewer and six expert judgment (two subject matter expert, two evaluation expert and two chemistry teacher) to acquire logic validity test. Logic validity test was analyzed using Aiken’s formula. The estimation of construct validity was analyzed by exploratory factor analysis. Result showed that integrated assessment instrument has 0,90 of Aiken’s Value and all item in integrated assessment asserted valid according to construct validity. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=construct%20validity" title="construct validity">construct validity</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking%20skills" title=" critical thinking skills"> critical thinking skills</a>, <a href="https://publications.waset.org/abstracts/search?q=integrated%20assessment%20instrument" title=" integrated assessment instrument"> integrated assessment instrument</a>, <a href="https://publications.waset.org/abstracts/search?q=logic%20validity" title=" logic validity"> logic validity</a>, <a href="https://publications.waset.org/abstracts/search?q=science%20process%20skills" title=" science process skills"> science process skills</a> </p> <a href="https://publications.waset.org/abstracts/52860/developing-critical-process-skills-integrated-assessment-instrument-as-alternative-assessment-on-electrolyte-solution-matter-in-senior-high-school" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/52860.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">266</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">19785</span> ePLANETe Idea and Functionalities: Agricultural Sustainability Assessment, Biodiversity, and Stakeholder Involvement</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=S.%20K.%20Ashiquer%20Rahman">S. K. Ashiquer Rahman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A cutting-edge online knowledge mediation system called "ePLANETe" provides a framework for building knowledge, tools and methods for all education, research and sustainable practices and elsewhere, as well as the deliberative assessment support of sustainability, biodiversity, and stakeholder involvement issues of the territorial development sector, e.g., agriculture.The purpose is to present, as sectorial and institutional perception, the 'ePLANETe' concept and functionalities as an experimental online platform for contributing the sustainability assessment, biodiversity, and stakeholder involvement. In the upshot, the concept of 'ePLANETe'isan investigation of the challenges of "online things, technology and application". The new digital technologies are exploited to facilitate collaborative technology and application to territorial development issues, e.g., agriculture. In order to investigate the dealing capacity (Qualitative and Quantitative) of sustainability, biodiversity, and stakeholder involvement of the agriculture sector through the stakeholder-based integrated assessment "Deliberation Support Tools (DST) and INTEGRAAL method" of collective resources. Specifically, this paper focuses on integrating system methodologies with deliberation tools for collective assessment and decision-making in implementing regional plans of agriculture. The aim of this report is to identify effective knowledge and tools and to enable deliberation methodologies regarding practices on the sustainability of agriculture and biodiversity issues, societal responsibilities, and regional planning that will create the scope for qualitative and quantitative assessments of sustainability as a new landmark of the agriculture sector. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=sustainability" title="sustainability">sustainability</a>, <a href="https://publications.waset.org/abstracts/search?q=biodiversity" title=" biodiversity"> biodiversity</a>, <a href="https://publications.waset.org/abstracts/search?q=stakeholder" title=" stakeholder"> stakeholder</a>, <a href="https://publications.waset.org/abstracts/search?q=dst" title=" dst"> dst</a>, <a href="https://publications.waset.org/abstracts/search?q=integraal" title=" integraal"> integraal</a> </p> <a href="https://publications.waset.org/abstracts/164961/eplanete-idea-and-functionalities-agricultural-sustainability-assessment-biodiversity-and-stakeholder-involvement" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/164961.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">127</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">19784</span> Designing Automated Embedded Assessment to Assess Student Learning in a 3D Educational Video Game </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mehmet%20Oren">Mehmet Oren</a>, <a href="https://publications.waset.org/abstracts/search?q=Susan%20Pedersen"> Susan Pedersen</a>, <a href="https://publications.waset.org/abstracts/search?q=Sevket%20C.%20Cetin"> Sevket C. Cetin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Despite the frequently criticized disadvantages of the traditional used paper and pencil assessment, it is the most frequently used method in our schools. Although assessments do an acceptable measurement, they are not capable of measuring all the aspects and the richness of learning and knowledge. Also, many assessments used in schools decontextualize the assessment from the learning, and they focus on learners’ standing on a particular topic but do not concentrate on how student learning changes over time. For these reasons, many scholars advocate that using simulations and games (S&G) as a tool for assessment has significant potentials to overcome the problems in traditionally used methods. S&G can benefit from the change in technology and provide a contextualized medium for assessment and teaching. Furthermore, S&G can serve as an instructional tool rather than a method to test students’ learning at a particular time point. To investigate the potentials of using educational games as an assessment and teaching tool, this study presents the implementation and the validation of an automated embedded assessment (AEA), which can constantly monitor student learning in the game and assess their performance without intervening their learning. The experiment was conducted on an undergraduate level engineering course (Digital Circuit Design) with 99 participant students over a period of five weeks in Spring 2016 school semester. The purpose of this research study is to examine if the proposed method of AEA is valid to assess student learning in a 3D Educational game and present the implementation steps. To address this question, this study inspects three aspects of the AEA for the validation. First, the evidence-centered design model was used to lay out the design and measurement steps of the assessment. Then, a confirmatory factor analysis was conducted to test if the assessment can measure the targeted latent constructs. Finally, the scores of the assessment were compared with an external measure (a validated test measuring student learning on digital circuit design) to evaluate the convergent validity of the assessment. The results of the confirmatory factor analysis showed that the fit of the model with three latent factors with one higher order factor was acceptable (RMSEA < 0.00, CFI =1, TLI=1.013, WRMR=0.390). All of the observed variables significantly loaded to the latent factors in the latent factor model. In the second analysis, a multiple regression analysis was used to test if the external measure significantly predicts students’ performance in the game. The results of the regression indicated the two predictors explained 36.3% of the variance (R2=.36, F(2,96)=27.42.56, p<.00). It was found that students’ posttest scores significantly predicted game performance (β = .60, p < .000). The statistical results of the analyses show that the AEA can distinctly measure three major components of the digital circuit design course. It was aimed that this study can help researchers understand how to design an AEA, and showcase an implementation by providing an example methodology to validate this type of assessment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=educational%20video%20games" title="educational video games">educational video games</a>, <a href="https://publications.waset.org/abstracts/search?q=automated%20embedded%20assessment" title=" automated embedded assessment"> automated embedded assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=assessment%20validation" title=" assessment validation"> assessment validation</a>, <a href="https://publications.waset.org/abstracts/search?q=game-based%20assessment" title=" game-based assessment"> game-based assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=assessment%20design" title=" assessment design"> assessment design</a> </p> <a href="https://publications.waset.org/abstracts/61919/designing-automated-embedded-assessment-to-assess-student-learning-in-a-3d-educational-video-game" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/61919.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">424</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">19783</span> Exploring the Experiences of Transnational TESOL Professionals about Their Writing Assessment Practices: A Critical Ethnography in the Saudi EFL Context</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abdullah%20Alshakhi">Abdullah Alshakhi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aims to explore the assessment practices of transnational western teachers in Saudi EFL writing classrooms. The study adopts a critical ethnographic approach to understand the views and the experiences of four transnational TESOL professionals about how they navigate and negotiate their writing assessment practices in the Saudi EFL context. The qualitative data were collected through classroom observations and video recordings of the classroom teaching, which were followed by semi-structured interviews with the four TESOL teachers from Australia, England, USA, and Ireland. The data were analyzed from three perspectives of these transnational TESOL teachers in the Saudi EFL context: as a transnational teacher in monolingual context, as a transitional teacher abides by the prescribed curriculum and assessment instructions, and as a transnational teacher’s vision for monolingual students. The results of the study revealed that owing to the transnational teachers’ lack of understanding of the Saudi monolingual culture, bureaucratic structures, and top-down assessment policies in the institute where they work, their teaching and assessment of writing and other language skills are negatively affected and consequently had to be modified. Also, the Saudi learners’ lack of interest and their lower level of English proficiency pose serious challenges to those transnational teachers’ writing assessment practices. More often, the teachers find the prescribed writing curriculum and assessment tools ineffective in the Saudi EFL context. Because of these experiences, the transnational teachers in this study have exhibited their awareness of their monolingual/monoculture background, Saudi’s cultural and religious values, and institutional structures, which have helped them customize or supplement the writing assessment practices accordingly. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=critical%20ethnography" title="critical ethnography">critical ethnography</a>, <a href="https://publications.waset.org/abstracts/search?q=Saudi%20EFL%20context" title=" Saudi EFL context"> Saudi EFL context</a>, <a href="https://publications.waset.org/abstracts/search?q=TESOL%20professionals" title=" TESOL professionals"> TESOL professionals</a>, <a href="https://publications.waset.org/abstracts/search?q=transnationalism" title=" transnationalism"> transnationalism</a>, <a href="https://publications.waset.org/abstracts/search?q=writing%20assessment" title=" writing assessment"> writing assessment</a> </p> <a href="https://publications.waset.org/abstracts/109767/exploring-the-experiences-of-transnational-tesol-professionals-about-their-writing-assessment-practices-a-critical-ethnography-in-the-saudi-efl-context" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/109767.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">118</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">19782</span> Sustainable Urban Waterfronts Using Sustainability Assessment Rating System</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=R.%20M.%20R.%20Hussein">R. M. R. Hussein</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Sustainable urban waterfront development is one of the most interesting phenomena of urban renewal in the last decades. However, there are still many cities whose visual image is compromised due to the lack of a sustainable urban waterfront development, which consequently affects the place of those cities globally. This paper aims to reimagine the role of waterfront areas in city design, with a particular focus on Egypt, so that they provide attractive, sustainable urban environments while promoting the continued aesthetic development of the city overall. This aim will be achieved by determining the main principles of a sustainable urban waterfront and its applications. This paper concentrates on sustainability assessment rating systems. A number of international case-studies, wherein a city has applied the basic principles for a sustainable urban waterfront and have made use of sustainability assessment rating systems, have been selected as examples which can be applied to the urban waterfronts in Egypt. This paper establishes the importance of developing the design of urban environments in Egypt, as well as identifying the methods of sustainability application for urban waterfronts. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=sustainable%20urban%20waterfront" title="sustainable urban waterfront">sustainable urban waterfront</a>, <a href="https://publications.waset.org/abstracts/search?q=green%20infrastructure" title=" green infrastructure"> green infrastructure</a>, <a href="https://publications.waset.org/abstracts/search?q=energy%20efficient" title=" energy efficient"> energy efficient</a>, <a href="https://publications.waset.org/abstracts/search?q=Cairo" title=" Cairo"> Cairo</a> </p> <a href="https://publications.waset.org/abstracts/7715/sustainable-urban-waterfronts-using-sustainability-assessment-rating-system" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/7715.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">476</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">19781</span> Evaluation and Assessment of Bioinformatics Methods and Their Applications</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fatemeh%20Nokhodchi%20Bonab">Fatemeh Nokhodchi Bonab</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Bioinformatics, in its broad sense, involves application of computer processes to solve biological problems. A wide range of computational tools are needed to effectively and efficiently process large amounts of data being generated as a result of recent technological innovations in biology and medicine. A number of computational tools have been developed or adapted to deal with the experimental riches of complex and multivariate data and transition from data collection to information or knowledge. These bioinformatics tools are being evaluated and applied in various medical areas including early detection, risk assessment, classification, and prognosis of cancer. The goal of these efforts is to develop and identify bioinformatics methods with optimal sensitivity, specificity, and predictive capabilities. The recent flood of data from genome sequences and functional genomics has given rise to new field, bioinformatics, which combines elements of biology and computer science. Bioinformatics is conceptualizing biology in terms of macromolecules (in the sense of physical-chemistry) and then applying "informatics" techniques (derived from disciplines such as applied maths, computer science, and statistics) to understand and organize the information associated with these molecules, on a large-scale. Here we propose a definition for this new field and review some of the research that is being pursued, particularly in relation to transcriptional regulatory systems. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=methods" title="methods">methods</a>, <a href="https://publications.waset.org/abstracts/search?q=applications" title=" applications"> applications</a>, <a href="https://publications.waset.org/abstracts/search?q=transcriptional%20regulatory%20systems" title=" transcriptional regulatory systems"> transcriptional regulatory systems</a>, <a href="https://publications.waset.org/abstracts/search?q=techniques" title=" techniques"> techniques</a> </p> <a href="https://publications.waset.org/abstracts/160693/evaluation-and-assessment-of-bioinformatics-methods-and-their-applications" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/160693.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">132</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">19780</span> Enhancing the Interpretation of Group-Level Diagnostic Results from Cognitive Diagnostic Assessment: Application of Quantile Regression and Cluster Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wenbo%20Du">Wenbo Du</a>, <a href="https://publications.waset.org/abstracts/search?q=Xiaomei%20Ma"> Xiaomei Ma</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With the empowerment of Cognitive Diagnostic Assessment (CDA), various domains of language testing and assessment have been investigated to dig out more diagnostic information. What is noticeable is that most of the extant empirical CDA-based research puts much emphasis on individual-level diagnostic purpose with very few concerned about learners’ group-level performance. Even though the personalized diagnostic feedback is the unique feature that differentiates CDA from other assessment tools, group-level diagnostic information cannot be overlooked in that it might be more practical in classroom setting. Additionally, the group-level diagnostic information obtained via current CDA always results in a “flat pattern”, that is, the mastery/non-mastery of all tested skills accounts for the two highest proportion. In that case, the outcome does not bring too much benefits than the original total score. To address these issues, the present study attempts to apply cluster analysis for group classification and quantile regression analysis to pinpoint learners’ performance at different proficiency levels (beginner, intermediate and advanced) thus to enhance the interpretation of the CDA results extracted from a group of EFL learners’ reading performance on a diagnostic reading test designed by PELDiaG research team from a key university in China. The results show that EM method in cluster analysis yield more appropriate classification results than that of CDA, and quantile regression analysis does picture more insightful characteristics of learners with different reading proficiencies. The findings are helpful and practical for instructors to refine EFL reading curriculum and instructional plan tailored based on the group classification results and quantile regression analysis. Meanwhile, these innovative statistical methods could also make up the deficiencies of CDA and push forward the development of language testing and assessment in the future. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cognitive%20diagnostic%20assessment" title="cognitive diagnostic assessment">cognitive diagnostic assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=diagnostic%20feedback" title=" diagnostic feedback"> diagnostic feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=EFL%20reading" title=" EFL reading"> EFL reading</a>, <a href="https://publications.waset.org/abstracts/search?q=quantile%20regression" title=" quantile regression"> quantile regression</a> </p> <a href="https://publications.waset.org/abstracts/132566/enhancing-the-interpretation-of-group-level-diagnostic-results-from-cognitive-diagnostic-assessment-application-of-quantile-regression-and-cluster-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/132566.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">152</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">19779</span> The Miller Umwelt Assessment Scale: A Tool for Planning Interventions for Children on the Autism Spectrum</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sonia%20Mastrangelo">Sonia Mastrangelo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Miller Umwelt Assessment Scale is a useful tool for obtaining information about the developmental capacities of children on the autism spectrum. The assessment, made up of 19 tasks in the areas of: body organization, contact with surroundings, expressive and receptive communication, representation, and social-emotional development, has been used with much success over the past 40 years. While many assessments are difficult to administer to children on the autism spectrum, the simplicity of the MUAS reveals key strengths and challenges for both low and high functioning children on the spectrum. The results guide parents and clinicians in providing a curriculum and/or home program that moves children up the developmental ladder. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autism%20spectrum%20disorder" title="autism spectrum disorder">autism spectrum disorder</a>, <a href="https://publications.waset.org/abstracts/search?q=assessment" title=" assessment"> assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20intervention" title=" reading intervention"> reading intervention</a>, <a href="https://publications.waset.org/abstracts/search?q=Miller%20method" title=" Miller method "> Miller method </a> </p> <a href="https://publications.waset.org/abstracts/17636/the-miller-umwelt-assessment-scale-a-tool-for-planning-interventions-for-children-on-the-autism-spectrum" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/17636.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">545</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">19778</span> Hospital 4.0 Maturity Assessment Model Development: Case of Moroccan Public Hospitals</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=T.%20Benazzouz">T. Benazzouz</a>, <a href="https://publications.waset.org/abstracts/search?q=K.%20Auhmani"> K. Auhmani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper presents a Hospital 4.0 Maturity Assessment Model based on the Industry 4.0 concepts. The self-assessment model defines current and target states of digital transformation by considering multiple aspects of a hospital and a healthcare supply chain. The developed model was validated and evaluated on real-life cases. The resulting model consisted of 5 domains: Technology, Strategy 4.0, Human resources 4.0 & Culture 4.0, Supply chain 4.0 management, and Patient journeys management. Each domain is further divided into several sub-domains, totally 34 sub-domains are identified, that reflect different facets of a hospital 4.0 mature organization. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=hospital%204.0" title="hospital 4.0">hospital 4.0</a>, <a href="https://publications.waset.org/abstracts/search?q=Industry%204.0" title=" Industry 4.0"> Industry 4.0</a>, <a href="https://publications.waset.org/abstracts/search?q=maturity%20assessment%20model" title=" maturity assessment model"> maturity assessment model</a>, <a href="https://publications.waset.org/abstracts/search?q=supply%20chain%204.0" title=" supply chain 4.0"> supply chain 4.0</a>, <a href="https://publications.waset.org/abstracts/search?q=patient" title=" patient"> patient</a> </p> <a href="https://publications.waset.org/abstracts/159666/hospital-40-maturity-assessment-model-development-case-of-moroccan-public-hospitals" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/159666.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">100</span> </span> </div> </div> <ul class="pagination"> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=assessment%20methods&page=4" rel="prev">&lsaquo;</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=assessment%20methods&page=1">1</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=assessment%20methods&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=assessment%20methods&page=3">3</a></li> <li class="page-item"><a class="page-link" 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