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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="assessment design"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div 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> 17299</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: assessment design</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17299</span> Design for Safety: Safety Consideration in Planning and Design of Airport Airsides</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maithem%20Al-Saadi">Maithem Al-Saadi</a>, <a href="https://publications.waset.org/abstracts/search?q=Min%20An"> Min An </a> </p> <p class="card-text"><strong>Abstract:</strong></p> During airport planning and design stages, the major issues of capacity and safety in construction and operation of an airport need to be taken into consideration. The airside of an airport is a major and critical infrastructure that usually consists of runway(s), taxiway system, and apron(s) etc., which have to be designed according to the international standards and recommendations, and local limitations to accommodate the forecasted demands. However, in many cases, airport airsides are suffering from unexpected risks that occurred during airport operations. Therefore, safety risk assessment should be applied in the planning and design of airsides to cope with the probability of risks and their consequences, and to make decisions to reduce the risks to as low as reasonably practicable (ALARP) based on safety risk assessment. This paper presents a combination approach of Failure Modes, Effect, and Criticality Analysis (FMECA), Fuzzy Reasoning Approach (FRA), and Fuzzy Analytic Hierarchy Process (FAHP) to develop a risk analysis model for safety risk assessment. An illustrated example is used to the demonstrate risk assessment process on how the design of an airside in an airport can be analysed by using the proposed safety design risk assessment model. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=airport%20airside%20planning%20and%20design" title="airport airside planning and design">airport airside planning and design</a>, <a href="https://publications.waset.org/abstracts/search?q=design%20for%20safety" title=" design for safety"> design for safety</a>, <a href="https://publications.waset.org/abstracts/search?q=fuzzy%20reasoning%20approach" title=" fuzzy reasoning approach"> fuzzy reasoning approach</a>, <a href="https://publications.waset.org/abstracts/search?q=fuzzy%20AHP" title=" fuzzy AHP"> fuzzy AHP</a>, <a href="https://publications.waset.org/abstracts/search?q=risk%20assessment" title=" risk assessment"> risk assessment</a> </p> <a href="https://publications.waset.org/abstracts/40321/design-for-safety-safety-consideration-in-planning-and-design-of-airport-airsides" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/40321.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">365</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">17298</span> Enabling Quantitative Urban Sustainability Assessment with Big Data</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Changfeng%20Fu">Changfeng Fu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Sustainable urban development has been widely accepted a common sense in the modern urban planning and design. However, the measurement and assessment of urban sustainability, especially the quantitative assessment have been always an issue obsessing planning and design professionals. This paper will present an on-going research on the principles and technologies to develop a quantitative urban sustainability assessment principles and techniques which aim to integrate indicators, geospatial and geo-reference data, and assessment techniques together into a mechanism. It is based on the principles and techniques of geospatial analysis with GIS and statistical analysis methods. The decision-making technologies and methods such as AHP and SMART are also adopted to address overall assessment conclusions. The possible interfaces and presentation of data and quantitative assessment results are also described. This research is based on the knowledge, situations and data sources of UK, but it is potentially adaptable to other countries or regions. The implementation potentials of the mechanism are also discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=urban%20sustainability%20assessment" title="urban sustainability assessment">urban sustainability assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=quantitative%20analysis" title=" quantitative analysis"> quantitative analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainability%20indicator" title=" sustainability indicator"> sustainability indicator</a>, <a href="https://publications.waset.org/abstracts/search?q=geospatial%20data" title=" geospatial data"> geospatial data</a>, <a href="https://publications.waset.org/abstracts/search?q=big%20data" title=" big data"> big data</a> </p> <a href="https://publications.waset.org/abstracts/59903/enabling-quantitative-urban-sustainability-assessment-with-big-data" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/59903.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">358</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">17297</span> Architecture Design of the Robots Operability Assessment Simulation Testbed</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sang%20Yeong%20Choi">Sang Yeong Choi</a>, <a href="https://publications.waset.org/abstracts/search?q=Woo%20Sung%20Park"> Woo Sung Park</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper presents the architecture design of the robot operability assessment simulation testbed (called "ROAST") for the resolution of robot operability problems occurred during interactions between human operators and robots. The basic idea of the ROAST architecture design is to enable the easy composition of legacy or new simulation models according to its purpose. ROAST architecture is based on IEEE1516 High Level Architecture (HLA) of defense modeling and simulation. The ROAST architecture is expected to provide the foundation framework for the easy construction of a simulation testbed to order to assess the robot operability during the robotic system design. Some of ROAST implementations and its usefulness are demonstrated through a simple illustrative example. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=robotic%20system" title="robotic system">robotic system</a>, <a href="https://publications.waset.org/abstracts/search?q=modeling%20and%20simulation" title=" modeling and simulation"> modeling and simulation</a>, <a href="https://publications.waset.org/abstracts/search?q=simulation%20architecture" title=" simulation architecture"> simulation architecture</a>, <a href="https://publications.waset.org/abstracts/search?q=operability%20assessment" title=" operability assessment"> operability assessment</a> </p> <a href="https://publications.waset.org/abstracts/54046/architecture-design-of-the-robots-operability-assessment-simulation-testbed" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/54046.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">365</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">17296</span> Using Diagnostic Assessment as a Learning and Teaching Approach to Identify Learning Gaps at a Polytechnic</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vijayan%20Narayananayar">Vijayan Narayananayar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Identifying learning gaps is crucial in ensuring learners have the necessary knowledge and skills to succeed. The Learning and Teaching (L&T) approach requires tutors to identify gaps in knowledge and improvise learning activities to close them. One approach to identifying learning gaps is through diagnostic assessment, which uses well-structured questions and answer options. The paper focuses on the use of diagnostic assessment as a learning and teaching approach in a foundational module at a polytechnic. The study used diagnostic assessment over two semesters, including the COVID and post-COVID semesters, to identify gaps in learning. The design of the diagnostic activity, pedagogical intervention, and survey responses completed by learners were analyzed. Results showed that diagnostic assessment can be an effective tool for identifying learning gaps and designing interventions to address them. Additionally, the use of diagnostic assessment provides an opportunity for tutors to engage with learners on a one-to-one basis, tailoring teaching to individual needs. The paper also discusses the design of diagnostic questions and answer options, including characteristics that need to be considered in achieving the target of identifying learning gaps. The implications of using diagnostic assessment as a learning and teaching approach include bridging the gap between theory and practice, and ensuring learners are equipped with skills necessary for their future careers. This paper can be useful in helping educators and practitioners to incorporate diagnostic assessment into their L&T approach. <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=learning%20%26%20teaching" title=" learning & teaching"> learning & teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=diagnostic%20assessment" title=" diagnostic assessment"> diagnostic assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=analytics" title=" analytics"> analytics</a> </p> <a href="https://publications.waset.org/abstracts/164580/using-diagnostic-assessment-as-a-learning-and-teaching-approach-to-identify-learning-gaps-at-a-polytechnic" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/164580.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">111</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">17295</span> The Effect of Computer-Based Formative Assessment on Learning Outcome</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Van%20Thien%20NGO">Van Thien NGO</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of the study is to examine the effect of student response systems in computer-based formative assessment on learning outcomes. The backward design course is a tool to be applied for collecting necessary assessment evidence. The quasi-experimental research design involves collecting pre and posttest data on students assigned to the control group and the experimental group. The sample group consists of 150 college students randomly selected from two of the eight classes of electrical and electronics students at Cao Thang Technical College in Ho Chi Minh City, Vietnam. Findings from this research revealed that the experimental group, in which student response systems were applied, got better results than the controlled group, who did not apply them. Results show that using student response systems for technology-based formative assessment is vital and meaningful not only for teachers but also for students in the teaching and learning process. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=student%20response%20system" title="student response system">student response system</a>, <a href="https://publications.waset.org/abstracts/search?q=computer-based%20formative%20assessment" title=" computer-based formative assessment"> computer-based formative assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20outcome" title=" learning outcome"> learning outcome</a>, <a href="https://publications.waset.org/abstracts/search?q=backward%20design%20course" title=" backward design course"> backward design course</a> </p> <a href="https://publications.waset.org/abstracts/126789/the-effect-of-computer-based-formative-assessment-on-learning-outcome" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/126789.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">17294</span> Current Design Approach for Seismic Resistant Automated Rack Supported Warehouses: Strong Points and Critical Aspects</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Agnese%20Natali">Agnese Natali</a>, <a href="https://publications.waset.org/abstracts/search?q=Francesco%20Morelli"> Francesco Morelli</a>, <a href="https://publications.waset.org/abstracts/search?q=Walter%20Salvatore"> Walter Salvatore</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Automated Rack Supported Warehouses (ARSWs) are structures currently designed as steel racks. Even if there are common characteristics, there are differences that don’t allow to adopt the same design approach. Aiming to highlight the factors influencing the design and the behavior of ARSWs, a set of 5 structures designed by 5 European companies specialized in this field is used to perform both a critical analysis of the design approaches and the assessment of the seismic performance, which is used to point out the criticalities and the necessity of new design philosophy. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=steel%20racks" title="steel racks">steel racks</a>, <a href="https://publications.waset.org/abstracts/search?q=automated%20rack%20supported%20warehouse" title=" automated rack supported warehouse"> automated rack supported warehouse</a>, <a href="https://publications.waset.org/abstracts/search?q=thin%20walled%20cold-formed%20elements" title=" thin walled cold-formed elements"> thin walled cold-formed elements</a>, <a href="https://publications.waset.org/abstracts/search?q=seismic%20assessment" title=" seismic assessment"> seismic assessment</a> </p> <a href="https://publications.waset.org/abstracts/143717/current-design-approach-for-seismic-resistant-automated-rack-supported-warehouses-strong-points-and-critical-aspects" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/143717.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">165</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">17293</span> Sociological Research as a Tool of Social Assessment of the Territory in Urban Planning: In a Case of Kazakhstan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alexey%20Abilov">Alexey Abilov</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Sociological research in the form of a questionnaire survey of the population in the last decade has become an essential part of a comprehensive assessment of the territory in the practice of urban planning in Kazakhstan. This method was successfully used for developing master plans of settlements, urban agglomerations, and projects of detailed planning of individual sections of the urban environment. Also, it greatly contributes to the objectification of design solutions, since in addition to the traditional expert multifactorial assessment of urban development territories by professional designers, they provide an opportunity to consider existing urban development problems at the local level from the inside, through the eyes of the living population. A comparison of two areas of assessment of the territory -expert and social- allows us to give a more balanced final assessment, which can serve as a strong basis for making correct design decisions. The author of the article shows this by the example of the social assessment of the territory of the Almaty urban agglomeration in the form of a questionnaire survey of the population conducted in order to assess the quality of the living environment of the population, preferences in place and forms of recreation, as well as to delimitation the boundaries of the agglomeration. At the same time, the author's methodology of qualitative and quantitative assessment of the territory divided into polling stations is used, based on a comparison of the percentage of respondents' responses to various questionnaire questions with the total number of respondents. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20assessment%20of%20territory" title="social assessment of territory">social assessment of territory</a>, <a href="https://publications.waset.org/abstracts/search?q=comprehensive%20assessment" title=" comprehensive assessment"> comprehensive assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=urban%20agglomeration" title=" urban agglomeration"> urban agglomeration</a>, <a href="https://publications.waset.org/abstracts/search?q=correct%20design%20decisions" title=" correct design decisions"> correct design decisions</a> </p> <a href="https://publications.waset.org/abstracts/174580/sociological-research-as-a-tool-of-social-assessment-of-the-territory-in-urban-planning-in-a-case-of-kazakhstan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/174580.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">86</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">17292</span> Development of an Interactive Display-Control Layout Design System for Trains Based on Train Drivers’ Mental Models</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hyeonkyeong%20Yang">Hyeonkyeong Yang</a>, <a href="https://publications.waset.org/abstracts/search?q=Minseok%20Son"> Minseok Son</a>, <a href="https://publications.waset.org/abstracts/search?q=Taekbeom%20Yoo"> Taekbeom Yoo</a>, <a href="https://publications.waset.org/abstracts/search?q=Woojin%20Park"> Woojin Park</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Human error is the most salient contributing factor to railway accidents. To reduce the frequency of human errors, many researchers and train designers have adopted ergonomic design principles for designing display-control layout in rail cab. There exist a number of approaches for designing the display control layout based on optimization methods. However, the ergonomically optimized layout design may not be the best design for train drivers, since the drivers have their own mental models based on their experiences. Consequently, the drivers may prefer the existing display-control layout design over the optimal design, and even show better driving performance using the existing design compared to that using the optimal design. Thus, in addition to ergonomic design principles, train drivers’ mental models also need to be considered for designing display-control layout in rail cab. This paper developed an ergonomic assessment system of display-control layout design, and an interactive layout design system that can generate design alternatives and calculate ergonomic assessment score in real-time. The design alternatives generated from the interactive layout design system may not include the optimal design from the ergonomics point of view. However, the system’s strength is that it considers train drivers’ mental models, which can help generate alternatives that are more friendly and easier to use for train drivers. Also, with the developed system, non-experts in ergonomics, such as train drivers, can refine the design alternatives and improve ergonomic assessment score in real-time. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=display-control%20layout%20design" title="display-control layout design">display-control layout design</a>, <a href="https://publications.waset.org/abstracts/search?q=interactive%20layout%20design%20system" title=" interactive layout design system"> interactive layout design system</a>, <a href="https://publications.waset.org/abstracts/search?q=mental%20model" title=" mental model"> mental model</a>, <a href="https://publications.waset.org/abstracts/search?q=train%20drivers" title=" train drivers"> train drivers</a> </p> <a href="https://publications.waset.org/abstracts/52550/development-of-an-interactive-display-control-layout-design-system-for-trains-based-on-train-drivers-mental-models" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/52550.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">306</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">17291</span> Removing Barriers in Assessment and Feedback for Blind Students in Open Distance Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sindile%20Ngubane-Mokiwa">Sindile Ngubane-Mokiwa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper addresses two questions: (1) what barriers do the blind students face with assessment and feedback in open distance learning contexts? And (2) How can these barriers be removed? The paper focuses on the distance education through which most students with disabilities elevate their chances of accessing higher education. Lack of genuine inclusion is also evident in the challenges the blind students face during the assessment. These barriers are experienced at both formative and summative stages. The insights in this paper emanate from a case study that was carried out through qualitative approaches. The data was collected through in-depth interview, life stories, and telephonic interviews. The paper provides a review of local, continental and international views on how best assessment barriers can be removed. A group of five blind students, comprising of two honours students, two master's students and one doctoral student participated in this study. The data analysis was done through thematic analysis. The findings revealed that (a) feedback to the assignment is often inaccessible; (b) the software used is incompatible; (c) learning and assessment are designed in exclusionary approaches; (d) assessment facilities are not conducive; and (e) lack of proactive innovative assessment strategies. The article concludes by recommending ways in which barriers to assessment can be removed. These include addressing inclusive assessment and feedback strategies in professional development initiatives. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=assessment%20design" title="assessment design">assessment design</a>, <a href="https://publications.waset.org/abstracts/search?q=barriers" title=" barriers"> barriers</a>, <a href="https://publications.waset.org/abstracts/search?q=disabilities" title=" disabilities"> disabilities</a>, <a href="https://publications.waset.org/abstracts/search?q=blind%20students" title=" blind students"> blind students</a>, <a href="https://publications.waset.org/abstracts/search?q=feedback" title=" feedback"> feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=universal%20design%20for%20learning" title=" universal design for learning"> universal design for learning</a> </p> <a href="https://publications.waset.org/abstracts/67210/removing-barriers-in-assessment-and-feedback-for-blind-students-in-open-distance-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/67210.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">360</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">17290</span> A Programming Assessment Software Artefact Enhanced with the Help of Learners</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Romeo%20A.%20Botes">Romeo A. Botes</a>, <a href="https://publications.waset.org/abstracts/search?q=Imelda%20Smit"> Imelda Smit</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The demands of an ever changing and complex higher education environment, along with the profile of modern learners challenge current approaches to assessment and feedback. More learners enter the education system every year. The younger generation expects immediate feedback. At the same time, feedback should be meaningful. The assessment of practical activities in programming poses a particular problem, since both lecturers and learners in the information and computer science discipline acknowledge that paper-based assessment for programming subjects lacks meaningful real-life testing. At the same time, feedback lacks promptness, consistency, comprehensiveness and individualisation. Most of these aspects may be addressed by modern, technology-assisted assessment. The focus of this paper is the continuous development of an artefact that is used to assist the lecturer in the assessment and feedback of practical programming activities in a senior database programming class. The artefact was developed using three Design Science Research cycles. The first implementation allowed one programming activity submission per assessment intervention. This pilot provided valuable insight into the obstacles regarding the implementation of this type of assessment tool. A second implementation improved the initial version to allow multiple programming activity submissions per assessment. The focus of this version is on providing scaffold feedback to the learner – allowing improvement with each subsequent submission. It also has a built-in capability to provide the lecturer with information regarding the key problem areas of each assessment intervention. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=programming" title="programming">programming</a>, <a href="https://publications.waset.org/abstracts/search?q=computer-aided%20assessment" title=" computer-aided assessment"> computer-aided assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=technology-assisted%20assessment" title=" technology-assisted assessment"> technology-assisted assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=programming%20assessment%20software" title=" programming assessment software"> programming assessment software</a>, <a href="https://publications.waset.org/abstracts/search?q=design%20science%20research" title=" design science research"> design science research</a>, <a href="https://publications.waset.org/abstracts/search?q=mixed-method" title=" mixed-method"> mixed-method</a> </p> <a href="https://publications.waset.org/abstracts/57620/a-programming-assessment-software-artefact-enhanced-with-the-help-of-learners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/57620.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">296</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">17289</span> Development of Active Learning Calculus Course for Biomedical Program </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mikhail%20Bouniaev">Mikhail Bouniaev</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper reviews design and implementation of a Calculus Course required for the Biomedical Competency Based Program developed as a joint project between The University of Texas Rio Grande Valley, and the University of Texas’ Institute for Transformational Learning, from the theoretical perspective as presented in scholarly work on active learning, formative assessment, and on-line teaching. Following a four stage curriculum development process (objective, content, delivery, and assessment), and theoretical recommendations that guarantee effectiveness and efficiency of assessment in active learning, we discuss the practical recommendations on how to incorporate a strong formative assessment component to address disciplines’ needs, and students’ major needs. In design and implementation of this project, we used Constructivism and Stage-by-Stage Development of Mental Actions Theory recommendations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=active%20learning" title="active learning">active learning</a>, <a href="https://publications.waset.org/abstracts/search?q=assessment" title=" assessment"> assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=calculus" title=" calculus"> calculus</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20demand" title=" cognitive demand"> cognitive demand</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematics" title=" mathematics"> mathematics</a>, <a href="https://publications.waset.org/abstracts/search?q=stage-by-stage%20development%20of%20mental%20action%20theory" title=" stage-by-stage development of mental action theory"> stage-by-stage development of mental action theory</a> </p> <a href="https://publications.waset.org/abstracts/73453/development-of-active-learning-calculus-course-for-biomedical-program" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/73453.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">360</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">17288</span> Analysing the Applicability of a Participatory Approach to Life Cycle Sustainability Assessment: Case Study of a Housing Estate Regeneration in London</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sahar%20Navabakhsh">Sahar Navabakhsh</a>, <a href="https://publications.waset.org/abstracts/search?q=Rokia%20%20Raslan"> Rokia Raslan</a>, <a href="https://publications.waset.org/abstracts/search?q=Yair%20Schwartz"> Yair Schwartz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Decision-making on regeneration of housing estates, whether to refurbish or re-build, has been mostly triggered by economic factors. To enable sustainable growth, it is vital that environmental and social impacts of different scenarios are also taken into account. The methodology used to include all the three sustainable development pillars is called Life Cycle Sustainability Assessment (LCSA), which comprises of Life Cycle Assessment (LCA) for the assessment of environmental impacts of buildings. Current practice of LCA is regularly conducted post design stage and by sustainability experts. Not only is undertaking an LCA at this stage less effective, but issues such as the limited scope for the definition and assessment of environmental impacts, the implication of changes in the system boundary and the alteration of each of the variable metrics, employment of different Life Cycle Impact Assessment Methods and use of various inventory data for Life Cycle Inventory Analysis can result in considerably contrasting results. Given the niche nature and scarce specialist domain of LCA of buildings, the majority of the stakeholders do not contribute to the generation or interpretation of the impact assessment, and the results can be generated and interpreted subjectively due to the mentioned uncertainties. For an effective and democratic assessment of environmental impacts, different stakeholders, and in particular the community and design team should collaborate in the process of data collection, assessment and analysis. This paper examines and evaluates a participatory approach to LCSA through the analysis of a case study of a housing estate in South West London. The study has been conducted throughout tier-based collaborative methods to collect and share data through surveys and co-design workshops with the community members and the design team as the main stakeholders. The assessment of lifecycle impacts is conducted throughout the process and has influenced the decision-making on the design of the Community Plan. The evaluation concludes better assessment transparency and outcome, alongside other socio-economic benefits of identifying and engaging the most contributive stakeholders in the process of conducting LCSA. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=life%20cycle%20assessment" title="life cycle assessment">life cycle assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=participatory%20LCA" title=" participatory LCA"> participatory LCA</a>, <a href="https://publications.waset.org/abstracts/search?q=life%20cycle%20sustainability%20assessment" title=" life cycle sustainability assessment"> life cycle sustainability assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=participatory%20processes" title=" participatory processes"> participatory processes</a>, <a href="https://publications.waset.org/abstracts/search?q=decision-making" title=" decision-making"> decision-making</a>, <a href="https://publications.waset.org/abstracts/search?q=housing%20estate%20regeneration" title=" housing estate regeneration"> housing estate regeneration</a> </p> <a href="https://publications.waset.org/abstracts/137055/analysing-the-applicability-of-a-participatory-approach-to-life-cycle-sustainability-assessment-case-study-of-a-housing-estate-regeneration-in-london" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/137055.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">147</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">17287</span> Teachers’ Reactions, Learning, Organizational Support, and Use of Lesson Study for Transformative Assessment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Melaku%20Takele%20Abate">Melaku Takele Abate</a>, <a href="https://publications.waset.org/abstracts/search?q=Abbi%20Lemma%20Wodajo"> Abbi Lemma Wodajo</a>, <a href="https://publications.waset.org/abstracts/search?q=Adula%20Bekele%20Hunde"> Adula Bekele Hunde</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aimed at exploring mathematics teachers' reactions, learning, school leaders’ support, and use of the Lesson Study for Transformative Assessment (LSforTA) program ideas in practice. The LSforTA program was new, and therefore, a local and grounded approach was needed to examine teachers’ knowledge and skills acquired using LSforTA. So, a design-based research approach was selected to evaluate and refine the LSforTA approach. The results showed that LSforTA increased teachers' knowledge and use of different levels of mathematics assessment tasks. The program positively affected teachers' practices of transformative assessment and enhanced their knowledge and skills in assessing students in a transformative way. The paper concludes how the LSforTA procedures were adapted in response to this evaluation and provides suggestions for future development and research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=classroom%20assessment" title="classroom assessment">classroom assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=feedback%20practices" title=" feedback practices"> feedback practices</a>, <a href="https://publications.waset.org/abstracts/search?q=lesson%20study" title=" lesson study"> lesson study</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematics" title=" mathematics"> mathematics</a>, <a href="https://publications.waset.org/abstracts/search?q=design-based%20research" title=" design-based research"> design-based research</a> </p> <a href="https://publications.waset.org/abstracts/182062/teachers-reactions-learning-organizational-support-and-use-of-lesson-study-for-transformative-assessment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/182062.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">55</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">17286</span> Internal and External Factors Affecting Teachers’ Adoption of Formative Assessment to Support Learning</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> </p> <p class="card-text"><strong>Abstract:</strong></p> Assessment forms an important part of instruction. Assessment that aims to support learning is known as formative assessment and it contributes student’s learning gain and motivation. However, teachers rarely use assessment formatively to aid their students’ learning. Thus, reviewing the factors that limit or support teachers’ practices of formative assessment will be crucial for guiding educators to support prospective teachers in using formative assessment and also eliminate limiting factors to let practicing teachers to engage in formative assessment practices during their instruction. The study, by using teacher’s change environment framework, reviews literature on formative assessment and presents a tentative model that illustrates the factors impacting teachers’ adoption of formative assessment in their teaching. The results showed that there are four main factors consisting personal, contextual, resource-related and external factors that influence teachers’ practices of formative assessment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=assessment%20practices" title="assessment practices">assessment practices</a>, <a href="https://publications.waset.org/abstracts/search?q=formative%20assessment" title=" formative assessment"> formative assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20education" title=" teacher education"> teacher education</a>, <a href="https://publications.waset.org/abstracts/search?q=factors%20for%20use%20of%20formative%20assessment" title=" factors for use of formative assessment"> factors for use of formative assessment</a> </p> <a href="https://publications.waset.org/abstracts/54511/internal-and-external-factors-affecting-teachers-adoption-of-formative-assessment-to-support-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/54511.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">376</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">17285</span> Towards the Definition of New Instruments of Design and Evaluation of Environmental Impacts in Built Environment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bernarette%20Soust%20Verdaguer">Bernarette Soust Verdaguer</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Sustainability applied to the built environment has been understood in practice as a strategy to improve efficiency. Its evolution into ecology closer visions are becoming more intense. So the paradigm of regeneration is presented as a complementary alternative to sustainability, emphasizing the association with nature, betting adaptation, recovery and resilience. New design tools and evaluation of built spaces, incorporating this strategy are necessary. In this sense, how it could contribute to the concept of regeneration in built environment design and environmental impacts assessment tools? This paper explores and analyzes some of these keys. <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=regeneration" title=" regeneration"> regeneration</a>, <a href="https://publications.waset.org/abstracts/search?q=environmental%20impacts%20assessment" title=" environmental impacts assessment"> environmental impacts assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=built%20environment" title=" built environment"> built environment</a> </p> <a href="https://publications.waset.org/abstracts/21023/towards-the-definition-of-new-instruments-of-design-and-evaluation-of-environmental-impacts-in-built-environment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/21023.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">417</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">17284</span> Incorporation of Safety into Design by Safety Cube</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohammad%20Rajabalinejad">Mohammad Rajabalinejad </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Safety is often seen as a requirement or a performance indicator through the design process, and this does not always result in optimally safe products or systems. This paper suggests integrating the best safety practices with the design process to enrich the exploration experience for designers and add extra values for customers. For this purpose, the commonly practiced safety standards and design methods have been reviewed and their common blocks have been merged forming Safety Cube. Safety Cube combines common blocks for design, hazard identification, risk assessment and risk reduction through an integral approach. An example application presents the use of Safety Cube for design of machinery. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=safety" title="safety">safety</a>, <a href="https://publications.waset.org/abstracts/search?q=safety%20cube" title=" safety cube"> safety cube</a>, <a href="https://publications.waset.org/abstracts/search?q=product" title=" product"> product</a>, <a href="https://publications.waset.org/abstracts/search?q=system" title=" system"> system</a>, <a href="https://publications.waset.org/abstracts/search?q=machinery" title=" machinery"> machinery</a>, <a href="https://publications.waset.org/abstracts/search?q=design" title=" design"> design</a> </p> <a href="https://publications.waset.org/abstracts/88489/incorporation-of-safety-into-design-by-safety-cube" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/88489.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">246</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">17283</span> Using Technology to Enhance the Student Assessment Experience</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Asim%20Qayyum">Asim Qayyum</a>, <a href="https://publications.waset.org/abstracts/search?q=David%20Smith"> David Smith</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The use of information tools is a common activity for students of any educational stage when they encounter online learning activities. Finding the relevant information for particular learning tasks is the topic of this paper as it investigates the use of information tools for a group of student participants. The paper describes and discusses the results with particular implications for use in higher education, and the findings suggest that improvement in assessment design and subsequent student learning may be achieved by structuring the purposefulness of information tools usage and online reading behaviors of university students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=information%20tools" title="information tools">information tools</a>, <a href="https://publications.waset.org/abstracts/search?q=assessment" title=" assessment"> assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20learning" title=" online learning"> online learning</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20assessment%20experience" title=" student assessment experience"> student assessment experience</a> </p> <a href="https://publications.waset.org/abstracts/14141/using-technology-to-enhance-the-student-assessment-experience" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/14141.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">560</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">17282</span> A Comparative Study of Self, Peer and Teacher Assessment Based on an English Writing Checklist </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Xiaoting%20Shi">Xiaoting Shi</a>, <a href="https://publications.waset.org/abstracts/search?q=Xiaomei%20Ma"> Xiaomei Ma</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In higher education, students' self-assessment and peer assessment of compositions in writing classes can effectively improve their ability of evaluative judgment. However, students' self-assessment and peer assessment are not advocated by most teachers because of the significant difference in scoring compared with teacher assessment. This study used a multi-faceted Rasch model to explore whether an English writing checklist containing 30 descriptors can effectively improve rating consistency among self-assessment, peer assessment and teacher assessment. Meanwhile, a questionnaire was adopted to survey students’ and teachers’ attitudes toward self-assessment and peer assessment using the writing checklist. Results of the multi-faceted Rasch model analysis show that the writing checklist can effectively distinguish the students’ writing ability (separate coefficient = 2.05, separate reliability = 0.81, chi-square value (df = 32) = 123.4). Moreover, the results revealed that the checklist could improve rating consistency among self-assessment, peer assessment and teacher assessment. (separate coefficient = 1.71, separate reliability = 0.75, chi-square value (df=4) = 20.8). The results of the questionnaire showed that more than 85% of students and all teachers believed that the checklist had a good advantage in self-assessment and peer assessment, and they were willing to use the checklist to conduct self-assessment and peer assessment in class in the future. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=english%20writing" title="english writing">english writing</a>, <a href="https://publications.waset.org/abstracts/search?q=self-assessment" title=" self-assessment"> self-assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=peer%20assessment" title=" peer assessment"> peer assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=writing%20checklist" title=" writing checklist"> writing checklist</a> </p> <a href="https://publications.waset.org/abstracts/132580/a-comparative-study-of-self-peer-and-teacher-assessment-based-on-an-english-writing-checklist" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/132580.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">153</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">17281</span> Identifying Understanding Expectations of School Administrators Regarding School Assessment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Eftah%20Bte.%20Moh%20Hj%20Abdullah">Eftah Bte. Moh Hj Abdullah</a>, <a href="https://publications.waset.org/abstracts/search?q=Izazol%20Binti%20Idris"> Izazol Binti Idris</a>, <a href="https://publications.waset.org/abstracts/search?q=Abd%20Aziz%20Bin%20Abd%20Shukor"> Abd Aziz Bin Abd Shukor</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aims to identify the understanding expectations of school administrators concerning school assessment. The researcher utilized a qualitative descriptive study on 19 administrators from three secondary schools in the North Kinta district. The respondents had been interviewed on their understanding expectations of school assessment using the focus group discussion method. Overall findings showed that the administrators’ understanding expectations of school assessment was weak; especially in terms of content focus, articulation across age and grade, transparency and fairness, as well as the pedagogical implications. Findings from interviews indicated that administrators explained their understanding expectations of school assessment from the aspect of school management, and not from the aspect of instructional leadership or specifically as assessment leaders. The study implications from the administrators’ understanding expectations may hint at the difficulty of the administrators to function as assessment leaders, in order to reduce their focus as manager, and move towards their primary role in the process of teaching and learning. The administrator, as assessment leaders, would be able to reach assessment goals via collaboration in identifying and listing teacher assessment competencies, how to construct assessment capacity, how to interpret assessment correctly, the use of assessment and how to use assessment information to communicate confidently and effectively to the public. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=assessment%20leaders" title="assessment leaders">assessment leaders</a>, <a href="https://publications.waset.org/abstracts/search?q=assessment%20goals" title=" assessment goals"> assessment goals</a>, <a href="https://publications.waset.org/abstracts/search?q=instructional%20leadership" title=" instructional leadership"> instructional leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=understanding%20expectation%20of%20assessment" title=" understanding expectation of assessment"> understanding expectation of assessment</a> </p> <a href="https://publications.waset.org/abstracts/36759/identifying-understanding-expectations-of-school-administrators-regarding-school-assessment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/36759.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">457</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">17280</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">421</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">17279</span> Navigating the Assessment Landscape in English Language Teaching: Strategies, Challengies and Best Practices</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Saman%20Khairani">Saman Khairani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Assessment is a pivotal component of the teaching and learning process, serving as a critical tool for evaluating student progress, diagnosing learning needs, and informing instructional decisions. In the context of English Language Teaching (ELT), effective assessment practices are essential to promote meaningful learning experiences and foster continuous improvement in language proficiency. This paper delves into various assessment strategies, explores associated challenges, and highlights best practices for assessing student learning in ELT. The paper begins by examining the diverse forms of assessment, including formative assessments that provide timely feedback during the learning process and summative assessments that evaluate overall achievement. Additionally, alternative methods such as portfolios, self-assessment, and peer assessment play a significant role in capturing various aspects of language learning. Aligning assessments with learning objectives is crucial. Educators must ensure that assessment tasks reflect the desired language skills, communicative competence, and cultural awareness. Validity, reliability, and fairness are essential considerations in assessment design. Challenges in assessing language skills—such as speaking, listening, reading, and writing—are discussed, along with practical solutions. Constructive feedback, tailored to individual learners, guides their language development. In conclusion, this paper synthesizes research findings and practical insights, equipping ELT practitioners with the knowledge and tools necessary to design, implement, and evaluate effective assessment practices. By fostering meaningful learning experiences, educators contribute significantly to learners’ language proficiency and overall success. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ELT" title="ELT">ELT</a>, <a href="https://publications.waset.org/abstracts/search?q=formative" title=" formative"> formative</a>, <a href="https://publications.waset.org/abstracts/search?q=summative" title=" summative"> summative</a>, <a href="https://publications.waset.org/abstracts/search?q=fairness" title=" fairness"> fairness</a>, <a href="https://publications.waset.org/abstracts/search?q=validity" title=" validity"> validity</a>, <a href="https://publications.waset.org/abstracts/search?q=reliability" title=" reliability"> reliability</a> </p> <a href="https://publications.waset.org/abstracts/183435/navigating-the-assessment-landscape-in-english-language-teaching-strategies-challengies-and-best-practices" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/183435.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">56</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">17278</span> Design of Intelligent Scaffolding Learning Management System for Vocational Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Seree%20Chadcham">Seree Chadcham</a>, <a href="https://publications.waset.org/abstracts/search?q=Niphon%20Sukvilai"> Niphon Sukvilai </a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study is the research and development which is intended to: 1) design of the Intelligent Scaffolding Learning Management System (ISLMS) for vocational education, 2) assess the suitability of the Design of Intelligent Scaffolding Learning Management System for Vocational Education. Its methods are divided into 2 phases. Phase 1 is the design of the ISLMS for Vocational Education and phase 2 is the assessment of the suitability of the design. The samples used in this study are work done by 15 professionals in the field of Intelligent Scaffolding, Learning Management System, Vocational Education, and Information and Communication Technology in education selected using the purposive sampling method. Data analyzed by arithmetic mean and standard deviation. The results showed that the ISLMS for vocational education consists of 2 main components which are: 1) the Intelligent Learning Management System for Vocational Education, 2) the Intelligent Scaffolding Management System. The result of the system suitability assessment from the professionals is in the highest range. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=intelligent" title="intelligent">intelligent</a>, <a href="https://publications.waset.org/abstracts/search?q=scaffolding" title=" scaffolding"> scaffolding</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20management%20system" title=" learning management system"> learning management system</a>, <a href="https://publications.waset.org/abstracts/search?q=vocational%20education" title=" vocational education"> vocational education</a> </p> <a href="https://publications.waset.org/abstracts/30616/design-of-intelligent-scaffolding-learning-management-system-for-vocational-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30616.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">795</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">17277</span> Downtime Modelling for the Post-Earthquake Building Assessment Phase</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=S.%20Khakurel">S. Khakurel</a>, <a href="https://publications.waset.org/abstracts/search?q=R.%20P.%20Dhakal"> R. P. Dhakal</a>, <a href="https://publications.waset.org/abstracts/search?q=T.%20Z.%20Yeow"> T. Z. Yeow</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Downtime is one of the major sources (alongside damage and injury/death) of financial loss incurred by a structure in an earthquake. The length of downtime associated with a building after an earthquake varies depending on the time taken for the reaction (to the earthquake), decision (on the future course of action) and execution (of the decided course of action) phases. Post-earthquake assessment of buildings is a key step in the decision making process to decide the appropriate safety placarding as well as to decide whether a damaged building is to be repaired or demolished. The aim of the present study is to develop a model to quantify downtime associated with the post-earthquake building-assessment phase in terms of two parameters; i) duration of the different assessment phase; and ii) probability of different colour tagging. Post-earthquake assessment of buildings includes three stages; Level 1 Rapid Assessment including a fast external inspection shortly after the earthquake, Level 2 Rapid Assessment including a visit inside the building and Detailed Engineering Evaluation (if needed). In this study, the durations of all three assessment phases are first estimated from the total number of damaged buildings, total number of available engineers and the average time needed for assessing each building. Then, probability of different tag colours is computed from the 2010-11 Canterbury earthquake Sequence database. Finally, a downtime model for the post-earthquake building inspection phase is proposed based on the estimated phase length and probability of tag colours. This model is expected to be used for rapid estimation of seismic downtime within the Loss Optimisation Seismic Design (LOSD) framework. <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=downtime" title=" downtime"> downtime</a>, <a href="https://publications.waset.org/abstracts/search?q=LOSD" title=" LOSD"> LOSD</a>, <a href="https://publications.waset.org/abstracts/search?q=Loss%20Optimisation%20Seismic%20Design" title=" Loss Optimisation Seismic Design"> Loss Optimisation Seismic Design</a>, <a href="https://publications.waset.org/abstracts/search?q=phase%20length" title=" phase length"> phase length</a>, <a href="https://publications.waset.org/abstracts/search?q=tag%20color" title=" tag color"> tag color</a> </p> <a href="https://publications.waset.org/abstracts/96295/downtime-modelling-for-the-post-earthquake-building-assessment-phase" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/96295.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">185</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">17276</span> Application of Life Cycle Assessment “LCA” Approach for a Sustainable Building Design under Specific Climate Conditions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Djeffal%20Asma">Djeffal Asma</a>, <a href="https://publications.waset.org/abstracts/search?q=Zemmouri%20Noureddine"> Zemmouri Noureddine</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In order for building designer to be able to balance environmental concerns with other performance requirements, they need clear and concise information. For certain decisions during the design process, qualitative guidance, such as design checklists or guidelines information may not be sufficient for evaluating the environmental benefits between different building materials, products and designs. In this case, quantitative information, such as that generated through a life cycle assessment, provides the most value. LCA provides a systematic approach to evaluating the environmental impacts of a product or system over its entire life. In the case of buildings life cycle includes the extraction of raw materials, manufacturing, transporting and installing building components or products, operating and maintaining the building. By integrating LCA into building design process, designers can evaluate the life cycle impacts of building design, materials, components and systems and choose the combinations that reduce the building life cycle environmental impact. This article attempts to give an overview of the integration of LCA methodology in the context of building design, and focuses on the use of this methodology for environmental considerations concerning process design and optimization. A multiple case study was conducted in order to assess the benefits of the LCA as a decision making aid tool during the first stages of the building design under specific climate conditions of the North East region of Algeria. It is clear that the LCA methodology can help to assess and reduce the impact of a building design and components on the environment even if the process implementation is rather long and complicated and lacks of global approach including human factors. It is also demonstrated that using LCA as a multi objective optimization of building process will certainly facilitates the improvement in design and decision making for both new design and retrofit projects. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=life%20cycle%20assessment" title="life cycle assessment">life cycle assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=buildings" title=" buildings"> buildings</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainability" title=" sustainability"> sustainability</a>, <a href="https://publications.waset.org/abstracts/search?q=elementary%20schools" title=" elementary schools"> elementary schools</a>, <a href="https://publications.waset.org/abstracts/search?q=environmental%20impacts" title=" environmental impacts"> environmental impacts</a> </p> <a href="https://publications.waset.org/abstracts/23027/application-of-life-cycle-assessment-lca-approach-for-a-sustainable-building-design-under-specific-climate-conditions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/23027.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">546</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">17275</span> Development of a Geomechanical Risk Assessment Model for Underground Openings</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ali%20Mortazavi">Ali Mortazavi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The main objective of this research project is to delve into a multitude of geomechanical risks associated with various mining methods employed within the underground mining industry. Controlling geotechnical design parameters and operational factors affecting the selection of suitable mining techniques for a given underground mining condition will be considered from a risk assessment point of view. Important geomechanical challenges will be investigated as appropriate and relevant to the commonly used underground mining methods. Given the complicated nature of rock mass in-situ and complicated boundary conditions and operational complexities associated with various underground mining methods, the selection of a safe and economic mining operation is of paramount significance. Rock failure at varying scales within the underground mining openings is always a threat to mining operations and causes human and capital losses worldwide. Geotechnical design is a major design component of all underground mines and basically dominates the safety of an underground mine. With regard to uncertainties that exist in rock characterization prior to mine development, there are always risks associated with inappropriate design as a function of mining conditions and the selected mining method. Uncertainty often results from the inherent variability of rock masse, which in turn is a function of both geological materials and rock mass in-situ conditions. The focus of this research is on developing a methodology which enables a geomechanical risk assessment of given underground mining conditions. The outcome of this research is a geotechnical risk analysis algorithm, which can be used as an aid in selecting the appropriate mining method as a function of mine design parameters (e.g., rock in-situ properties, design method, governing boundary conditions such as in-situ stress and groundwater, etc.). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=geomechanical%20risk%20assessment" title="geomechanical risk assessment">geomechanical risk assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=rock%20mechanics" title=" rock mechanics"> rock mechanics</a>, <a href="https://publications.waset.org/abstracts/search?q=underground%20mining" title=" underground mining"> underground mining</a>, <a href="https://publications.waset.org/abstracts/search?q=rock%20engineering" title=" rock engineering"> rock engineering</a> </p> <a href="https://publications.waset.org/abstracts/134743/development-of-a-geomechanical-risk-assessment-model-for-underground-openings" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/134743.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">145</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">17274</span> Design of the Ubiquitous Cloud Learning Management System</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Panita%20Wannapiroon">Panita Wannapiroon</a>, <a href="https://publications.waset.org/abstracts/search?q=Noppadon%20Phumeechanya"> Noppadon Phumeechanya</a>, <a href="https://publications.waset.org/abstracts/search?q=Sitthichai%20Laisema"> Sitthichai Laisema</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study is the research and development which is intended to: 1) design the ubiquitous cloud learning management system and: 2) assess the suitability of the design of the ubiquitous cloud learning management system. Its methods are divided into 2 phases. Phase 1 is the design of the ubiquitous cloud learning management system, phase 2 is the assessment of the suitability of the design the samples used in this study are work done by 25 professionals in the field of Ubiquitous cloud learning management systems and information and communication technology in education selected using the purposive sampling method. Data analyzed by arithmetic mean and standard deviation. The results showed that the ubiquitous cloud learning management system consists of 2 main components which are: 1) the ubiquitous cloud learning management system server (u-Cloud LMS Server) including: cloud repository, cloud information resources, social cloud network, cloud context awareness, cloud communication, cloud collaborative tools, and: 2) the mobile client. The result of the system suitability assessment from the professionals is in the highest range. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=learning%20management%20system" title="learning management system">learning management system</a>, <a href="https://publications.waset.org/abstracts/search?q=cloud%20computing" title=" cloud computing"> cloud computing</a>, <a href="https://publications.waset.org/abstracts/search?q=ubiquitous%20learning" title=" ubiquitous learning"> ubiquitous learning</a>, <a href="https://publications.waset.org/abstracts/search?q=ubiquitous%20learning%20management%20system" title=" ubiquitous learning management system"> ubiquitous learning management system</a> </p> <a href="https://publications.waset.org/abstracts/30642/design-of-the-ubiquitous-cloud-learning-management-system" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30642.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">520</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">17273</span> Portfolio Assessment and English as a Foreign Language Aboriginal Students’ English Learning Outcome in Taiwan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Li-Ching%20Hung">Li-Ching Hung</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The lack of empirical research on portfolio assessment in aboriginal EFL English classes of junior high schools in Taiwan may inhibit EFL teachers from appreciating the utility of this alternative assessment approach. This study addressed the following research questions: 1) understand how aboriginal EFL students and instructors of junior high schools in Taiwan perceive portfolio assessment, and 2) how portfolio assessment affects Taiwanese aboriginal EFL students’ learning outcomes. Ten classes of five junior high schools in Taiwan (from different regions of Taiwan) participated in this study. Two classes from each school joined the study, and each class was randomly assigned as a control group, and one was the experimental group. These five junior high schools consisted of at least 50% of aboriginal students. A mixed research design was utilized. The instructor of each class implemented a portfolio assessment for 15 weeks of the 2015 Fall Semester. At the beginning of the semester, all participants took a GEPT test (pretest), and in the 15th week, all participants took the same level of GEPT test (post-test). Scores of students’ GEPT tests were checked by the researcher as supplemental data in order to understand each student’s performance. In addition, each instructor was interviewed to provide qualitative data concerning students’ general learning performance and their perception of implementing portfolio assessments in their English classes. The results of this study were used to provide suggestions for EFL instructors while modifying their lesson plans regarding assessment. In addition, the empirical data were used as references for EFL instructors implementing portfolio assessments in their classes effectively. <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=portfolio%20assessment" title=" portfolio assessment"> portfolio assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=qualitative%20design" title=" qualitative design"> qualitative design</a>, <a href="https://publications.waset.org/abstracts/search?q=aboriginal%20ESL%20students" title=" aboriginal ESL students"> aboriginal ESL students</a> </p> <a href="https://publications.waset.org/abstracts/163971/portfolio-assessment-and-english-as-a-foreign-language-aboriginal-students-english-learning-outcome-in-taiwan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/163971.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">140</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">17272</span> A Propose of Personnel Assessment Method Including a Two-Way Assessment for Evaluating Evaluators and Employees</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shunsuke%20Saito">Shunsuke Saito</a>, <a href="https://publications.waset.org/abstracts/search?q=Kazuho%20Yoshimoto"> Kazuho Yoshimoto</a>, <a href="https://publications.waset.org/abstracts/search?q=Shunichi%20Ohmori"> Shunichi Ohmori</a>, <a href="https://publications.waset.org/abstracts/search?q=Sirawadee%20Arunyanart"> Sirawadee Arunyanart</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper, we suggest a mechanism of assessment that rater and Ratee (or employees) to convince. There are many problems exist in the personnel assessment. In particular, we were focusing on the three. (1) Raters are not sufficiently recognized assessment point. (2) Ratee are not convinced by the mechanism of assessment. (3) Raters (or Evaluators) and ratees have empathy. We suggest 1: Setting of "understanding of the assessment points." 2: Setting of "relative assessment ability." 3: Proposal of two-way assessment mechanism to solve these problems. As a prerequisite, it is assumed that there are multiple raters. This is because has been a growing importance of multi-faceted assessment. In this model, it determines the weight of each assessment point evaluators by the degree of understanding and assessment ability of raters and ratee. We used the ANP (Analytic Network Process) is a theory that an extension of the decision-making technique AHP (Analytic Hierarchy Process). ANP can be to address the problem of forming a network and assessment of Two-Way is possible. We apply this technique personnel assessment, the weights of rater of each point can be reasonably determined. We suggest absolute assessment for Two-Way assessment by ANP. We have verified that the consent of the two approaches is higher than conventional mechanism. Also, human resources consultant we got a comment about the application of the practice. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=personnel%20evaluation" title="personnel evaluation">personnel evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=pairwise%20comparison" title=" pairwise comparison"> pairwise comparison</a>, <a href="https://publications.waset.org/abstracts/search?q=analytic%20network%20process%20%28ANP%29" title=" analytic network process (ANP)"> analytic network process (ANP)</a>, <a href="https://publications.waset.org/abstracts/search?q=two-ways" title=" two-ways"> two-ways</a> </p> <a href="https://publications.waset.org/abstracts/39660/a-propose-of-personnel-assessment-method-including-a-two-way-assessment-for-evaluating-evaluators-and-employees" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/39660.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">382</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">17271</span> Assessment Literacy Levels of Mathematics Teachers to Implement Classroom Assessment in Ghanaian High Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Peter%20Akayuure">Peter Akayuure</a> </p> <p class="card-text"><strong>Abstract:</strong></p> One key determinant of the quality of mathematics learning is the teacher’s ability to assess students adequately and effectively and make assessment an integral part of the instructional practices. If the mathematics teacher lacks the required literacy to perform classroom assessment roles, the true trajectory of learning success and attainment of curriculum expectations might be indeterminate. It is therefore important that educators and policymakers understand and seek ways to improve the literacy level of mathematics teachers to implement classroom assessments that would meet curriculum demands. This study employed a descriptive survey design to explore perceived levels of assessment literacy of mathematics teachers to implement classroom assessment with the school based assessment framework in Ghana. A 25-item classroom assessment inventory on teachers’ assessment scenarios was adopted, modified, and administered to a purposive sample of 48 mathematics teachers from eleven Senior High Schools. Seven other items were included to further collect data on their self-efficacy towards assessment literacy. Data were analyzed using descriptive and bivariate correlation statistics. The result shows that, on average, 48.6% of the mathematics teachers attained standard levels of assessment literacy. Specifically, 50.0% met standard one in choosing appropriate assessment methods, 68.3% reached standard two in developing appropriate assessment tasks, 36.6% reached standard three in administering, scoring, and interpreting assessment results, 58.3% reached standard four in making appropriate assessment decisions, 41.7% reached standard five in developing valid grading procedures, 45.8% reached standard six in communicating assessment results, and 36.2 % reached standard seven by identifying unethical, illegal and inappropriate use of assessment results. Participants rated their self-efficacy belief in performing assessments high, making the relationships between participants’ assessment literacy scores and self-efficacy scores weak and statistically insignificant. The study recommends that institutions training mathematics teachers or providing professional developments should accentuate assessment literacy development to ensure standard assessment practices and quality instruction in mathematics education at senior high schools. <p class="card-text"><strong>Keywords:</strong> <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=mathematics%20teacher" title=" mathematics teacher"> mathematics teacher</a>, <a href="https://publications.waset.org/abstracts/search?q=senior%20high%20schools" title=" senior high schools"> senior high schools</a>, <a href="https://publications.waset.org/abstracts/search?q=Ghana" title=" Ghana"> Ghana</a> </p> <a href="https://publications.waset.org/abstracts/133893/assessment-literacy-levels-of-mathematics-teachers-to-implement-classroom-assessment-in-ghanaian-high-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/133893.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">17270</span> New Environmental Culture in Algeria: Eco Design</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=S.%20Tireche">S. Tireche</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Tairi%20abdelaziz"> A. Tairi abdelaziz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Environmental damage has increased steadily in recent decades: Depletion of natural resources, destruction of the ozone layer, greenhouse effect, degradation of the quality of life, land use etc. New terms have emerged as: "Prevention rather than cure" or "polluter pays" falls within the principles of common sense, their practical implementation still remains fragmented. Among the avenues to be explored, one of the most promising is certainly one that focuses on product design. Indeed, where better than during the design phase, can reduce the source of future impacts on the environment? What choices or those of design, they influence more on the environmental characteristics of products? The most currently recognized at the international level is the analysis of the life cycle (LCA) and Life Cycle Assessment, subject to International Standardization (ISO 14040-14043). LCA provides scientific and objective assessment of potential impacts of the product or service, considering its entire life cycle. This approach makes it possible to minimize impacts to the source in pollution prevention. It is widely preferable to curative approach, currently majority in the industrial crops, led mostly by a report of pollution. The "product" is to reduce the environmental impacts of a given product, taking into account all or part of its life cycle. Currently, there are emerging tools, known as eco-design. They are intended to establish an environmental profile of the product to improve its environmental performance. They require a quantity sufficient information on the product for each phase of its life cycle: raw material extraction, manufacturing, distribution, usage, end of life (recycling or incineration or deposit) and all stages of transport. The assessment results indicate the sensitive points of the product studied, points on which the developer must act. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=eco%20design" title="eco design">eco design</a>, <a href="https://publications.waset.org/abstracts/search?q=impact" title=" impact"> impact</a>, <a href="https://publications.waset.org/abstracts/search?q=life%20cycle%20analysis%20%28LCA%29" title=" life cycle analysis (LCA)"> life cycle analysis (LCA)</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainability" title=" sustainability"> sustainability</a> </p> <a href="https://publications.waset.org/abstracts/22490/new-environmental-culture-in-algeria-eco-design" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22490.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 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