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Assessment</title> <meta name="description" content="Search results for: School Based Assessment"> <meta name="keywords" content="School Based Assessment"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block 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action="https://publications.waset.org/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="School Based Assessment"> <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> 12470</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: School Based Assessment</h1> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12470</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/search?q=Eftah%20Bte.%20Moh%20Hj%20Abdullah">Eftah Bte. Moh Hj Abdullah</a>, <a href="https://publications.waset.org/search?q=Izazol%20Binti%20Idris"> Izazol Binti Idris</a>, <a href="https://publications.waset.org/search?q=Abd%20Aziz%20Bin%20Abd%20Shukor"> Abd Aziz Bin Abd Shukor</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <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> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Assessment%20leaders" title="Assessment leaders">Assessment leaders</a>, <a href="https://publications.waset.org/search?q=assessment%20goals" title=" assessment goals"> assessment goals</a>, <a href="https://publications.waset.org/search?q=instructional%20leadership" title=" instructional leadership"> instructional leadership</a>, <a href="https://publications.waset.org/search?q=understanding%20expectation%20of%20assessment." title=" understanding expectation of assessment."> understanding expectation of assessment.</a> </p> <a href="https://publications.waset.org/10004015/identifying-understanding-expectations-of-school-administrators-regarding-school-assessment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10004015/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10004015/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10004015/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10004015/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10004015/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10004015/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10004015/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10004015/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10004015/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10004015/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10004015.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">1275</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12469</span> Alignment between Understanding and Assessment Practice among Secondary School Teachers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Eftah%20Bte.%20Moh%20%40%20Hj%20Abdullah">Eftah Bte. Moh @ Hj Abdullah</a>, <a href="https://publications.waset.org/search?q=Izazol%20Binti%20Idris"> Izazol Binti Idris</a>, <a href="https://publications.waset.org/search?q=Abd%20Aziz%20Bin%20Abd%20Shukor"> Abd Aziz Bin Abd Shukor</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This study aimed to identify the alignment of understanding and assessment practices among secondary school teachers. The study was carried out using quantitative descriptive study. The sample consisted of 164 teachers who taught Form 1 and 2 from 11 secondary schools in the district of North Kinta, Perak, Malaysia. Data were obtained from 164 respondents who answered Expectation Alignment Understanding and Practices of School Assessment (PEKDAPS) questionnaire. The data were analysed using SPSS 17.0+. The Cronbach’s alpha value obtained through PEKDAPS questionnaire pilot study was 0.86. The results showed that teachers' performance in PEKDAPS based on the mean value was less than 3, which means that perfect alignment does not occur between the understanding and practices of school assessment. Two major PEKDAPS sub-constructs of articulation across grade and age and usability of the system were higher than the moderate alignment of the understanding and practices of school assessment (Min=2.0). The content focused of PEKDAPs sub-constructs which showed lower than the moderate alignment of the understanding and practices of school assessment (Min=2.0). Another two PEKDAPS subconstructs of transparency and fairness and the pedagogical implications showed moderate alignment (2.0). The implications of the study is that teachers need to fully understand the importance of alignment among components of assessment, learning and teaching and learning objectives as strategies to achieve quality assessment process.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Alignment" title="Alignment">Alignment</a>, <a href="https://publications.waset.org/search?q=assessment%20practices" title=" assessment practices"> assessment practices</a>, <a href="https://publications.waset.org/search?q=School%20Based%0D%0AAssessment" title=" School Based Assessment"> School Based Assessment</a>, <a href="https://publications.waset.org/search?q=understanding." title=" understanding."> understanding.</a> </p> <a href="https://publications.waset.org/10000985/alignment-between-understanding-and-assessment-practice-among-secondary-school-teachers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10000985/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10000985/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10000985/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10000985/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10000985/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10000985/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10000985/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10000985/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10000985/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10000985/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10000985.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">2002</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12468</span> Music Aptitude and School Readiness in Indonesian Children</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Diella%20Gracia%20Martauli">Diella Gracia Martauli</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This study investigated the relationship between music aptitude and school readiness in Indonesian children. Music aptitude is described as children’s music potential, whereas school readiness is defined as a condition in which a child is deemed ready to enter the formal education system. This study presents a hypothesis that music aptitude is correlated with school readiness. This is a correlational research study of 17 children aged 5-6 years old (<em>M </em>= 6.10, <em>SD </em>= 0.33) who were enrolled in a kindergarten school in Jakarta, Indonesia. Music aptitude scores were obtained from Primary Measures of Music Audiation, whereas School readiness scores were obtained from Bracken School Readiness Assessment Third Edition. The analysis of the data was performed using Pearson Correlation. The result found no correlation between music aptitude and school readiness (<em>r </em>= 0.196, <em>p </em>= 0.452). Discussions regarding the results, perspective from the measures and cultures are presented. Further study is recommended to establish links between music aptitude and school readiness.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Bracken%20school%20readiness%20assessment" title="Bracken school readiness assessment">Bracken school readiness assessment</a>, <a href="https://publications.waset.org/search?q=music%20aptitude" title=" music aptitude"> music aptitude</a>, <a href="https://publications.waset.org/search?q=primary%20measures%20of%20music%20audiation" title=" primary measures of music audiation"> primary measures of music audiation</a>, <a href="https://publications.waset.org/search?q=school%20readiness." title=" school readiness."> school readiness.</a> </p> <a href="https://publications.waset.org/10011214/music-aptitude-and-school-readiness-in-indonesian-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10011214/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10011214/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10011214/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10011214/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10011214/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10011214/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10011214/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10011214/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10011214/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10011214/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10011214.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">762</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12467</span> School Age and Building Defects: Analysis Using Condition Survey Protocol (CSP) 1 Matrix</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=M.%20Mahli">M. Mahli</a>, <a href="https://publications.waset.org/search?q=A.I.%20Che-Ani"> A.I. Che-Ani</a>, <a href="https://publications.waset.org/search?q=M.Z.%20Abd-Razak.%20N.M.%20Tawil"> M.Z. Abd-Razak. N.M. Tawil</a>, <a href="https://publications.waset.org/search?q=H.%20Yahaya"> H. Yahaya</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Building condition assessment is a critical activity in Malaysia-s Comprehensive Asset Management Model. It is closely related to building performance that impact user-s life and decision making. This study focuses on public primary school, one of the most valuable assets for the country. The assessment was carried out based on CSP1 Matrix in Kuching Division of Sarawak, Malaysia. Based on the matrix used, three main criteria of the buildings has successfully evaluate: the number of defects; schools rating; and total schools rating. The analysis carried out on 24 schools found that the overall 4, 725 defects has been identified. Meanwhile, the overall score obtained was 45, 868 and the overall rating is 9.71, which is at the fair condition. This result has been associated with building age to evaluate its impacts on school buildings condition. The findings proved that building condition is closely related to building age and its support the theory that 'the ageing building has more defect than the new one'.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=building%20condition" title="building condition">building condition</a>, <a href="https://publications.waset.org/search?q=CSP1%20Matrix" title=" CSP1 Matrix"> CSP1 Matrix</a>, <a href="https://publications.waset.org/search?q=assessment" title=" assessment"> assessment</a>, <a href="https://publications.waset.org/search?q=school" title=" school"> school</a>, <a href="https://publications.waset.org/search?q=Malaysia" title=" Malaysia"> Malaysia</a> </p> <a href="https://publications.waset.org/15672/school-age-and-building-defects-analysis-using-condition-survey-protocol-csp-1-matrix" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/15672/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/15672/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/15672/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/15672/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/15672/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/15672/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/15672/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/15672/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/15672/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/15672/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/15672.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">2240</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12466</span> Efficacy of Self-Assessment in Written Production among High School Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Yoko%20Suganuma%20Oi">Yoko Suganuma Oi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of the present study is to find the efficacy of high school student self-assessment of written production. It aimed to explore the following two research questions: 1) How is topic development of their written production improved after student self-assessment and teacher feedback? 2) Does the consistency between student self-assessment and teacher assessment develop after student self-assessment and teacher feedback? The data came from the written production of 82 Japanese high school students aged from 16 to 18 years old, an American English teacher and one Japanese English teacher. Students were asked to write English compositions, about 150 words, for thirty minutes without using dictionaries. It was conducted twice at intervals of two months. Students were supposed to assess their own compositions by themselves. Teachers also assessed students’ compositions using the same assessment sheet. The results showed that both teachers and students assessed the second compositions higher than the first compositions. However, there was not the development of the consistency in coherence. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Feedback" title="Feedback">Feedback</a>, <a href="https://publications.waset.org/search?q=self-assessment" title=" self-assessment"> self-assessment</a>, <a href="https://publications.waset.org/search?q=topic%20development." title=" topic development."> topic development.</a> </p> <a href="https://publications.waset.org/10002084/efficacy-of-self-assessment-in-written-production-among-high-school-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10002084/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10002084/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10002084/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10002084/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10002084/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10002084/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10002084/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10002084/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10002084/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10002084/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10002084.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">1902</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12465</span> The Development of an Integrity Cultivating Module in School-Based Assessment among Malaysian Teachers: A Research Methodology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Eftah%20Bte.%20Moh%20Hj%20Abdullah">Eftah Bte. Moh Hj Abdullah</a>, <a href="https://publications.waset.org/search?q=Abd%20Aziz%20Bin%20Abd%20Shukor"> Abd Aziz Bin Abd Shukor</a>, <a href="https://publications.waset.org/search?q=Norazilawati%20Binti%20Abdullah"> Norazilawati Binti Abdullah</a>, <a href="https://publications.waset.org/search?q=Rahimah%20Adam"> Rahimah Adam</a>, <a href="https://publications.waset.org/search?q=Othman%20Bin%20Lebar"> Othman Bin Lebar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The competency and integrity required for better understanding and practice of School-based Assessment (PBS) comes not only from the process, but also in providing the support or ‘scaffolding’ for teachers to recognize the student as a learner, improve their self-assessment skills, understanding of the daily teaching plan and its constructive alignment of the curriculum, pedagogy and assessment. The cultivation of integrity in PBS among the teachers is geared towards encouraging them to become committed and dedicated in implementing assessments in a serious, efficient manner, thus moving away from the usual teacher-focused approach to the student-focused approach. The teachers show their integrity via their professional commitment, responsibility and actions. The module based on the cultivation of integrity in PBS among Malaysian teachers aims to broaden the guidance support for teachers (embedded in the training), which consists of various domains to enable better evaluation of complex assessment tasks and the construction of suitable instrument for measuring the relevant cognitive, affective and psychomotor domains to describe the students’ achievement. The instrument for integrity cultivation in PBS has been developed and validated for measuring the effectiveness of the module constructed. This module is targeted towards assisting the staff in the Education Ministry, especially the principal trainers, teachers, headmasters and education officers to acquire effective intervention for improving the PBS assessors’ integrity and competency.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=School-based%20assessment" title="School-based assessment">School-based assessment</a>, <a href="https://publications.waset.org/search?q=Assessment%20competency%20Integrity%20cultivation" title=" Assessment competency Integrity cultivation"> Assessment competency Integrity cultivation</a>, <a href="https://publications.waset.org/search?q=Professional%20commitment" title=" Professional commitment"> Professional commitment</a>, <a href="https://publications.waset.org/search?q=Module." title=" Module."> Module.</a> </p> <a href="https://publications.waset.org/10004066/the-development-of-an-integrity-cultivating-module-in-school-based-assessment-among-malaysian-teachers-a-research-methodology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10004066/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10004066/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10004066/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10004066/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10004066/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10004066/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10004066/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10004066/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10004066/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10004066/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10004066.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">1533</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12464</span> Computer-Based Assessment of Pre-assigned Individual Education Plans in Special Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Yasar%20Guneri%20Sahin">Yasar Guneri Sahin</a>, <a href="https://publications.waset.org/search?q=Mehmet%20Cudi%20Okur"> Mehmet Cudi Okur</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Assessment of IEP (Individual Education Plan) is an important stage in the area of special education. This paper deals with this problem by introducing computer software which process the data gathered from application of IEP. The software is intended to be used by special education institution in Turkey and allows assessment of school and family trainings. The software has a user friendly interface and its design includes graphical developer tools. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Disabled%20individual" title="Disabled individual">Disabled individual</a>, <a href="https://publications.waset.org/search?q=software%20for%20education" title=" software for education"> software for education</a>, <a href="https://publications.waset.org/search?q=assessment%20of%20education" title="assessment of education">assessment of education</a>, <a href="https://publications.waset.org/search?q=special%20education." title=" special education."> special education.</a> </p> <a href="https://publications.waset.org/4276/computer-based-assessment-of-pre-assigned-individual-education-plans-in-special-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/4276/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/4276/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/4276/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/4276/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/4276/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/4276/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/4276/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/4276/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/4276/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/4276/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/4276.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">1607</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12463</span> Identifying Teachers’ Perception of Integrity in School-Based Assessment Practice: A Case Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Abd%20Aziz%20Bin%20Abd%20Shukor">Abd Aziz Bin Abd Shukor</a>, <a href="https://publications.waset.org/search?q=Eftah%20Binti%20Moh%20Hj%20Abdullah"> Eftah Binti Moh Hj Abdullah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This case study aims to identify teachers’ perception as regards integrity in School-Ba sed Assessment (PBS) practice. This descriptive study involved 9 teachers from 4 secondary schools in 3 districts in the state of Perak. The respondents had undergone an integrity in PBS Practice interview using a focused group discussion method. The overall findings showed that the teachers believed that integrity in PBS practice could be achieved by adjusting the teaching methods align with learning objectives and the students’ characteristics. Many teachers, parents and student did not understand the best practice of PBS. This would affect the integrity in PBS practice. Teachers did not emphasis the principles and ethics. Their integrity as an innovative public servant may also be affected with the frequently changing assessment system, lack of training and no prior action research. The analysis of findings showed that the teachers viewed that organizational integrity involving the integrity of PBS was difficult to be implemented based on the expectations determined by Malaysia Ministry of Education (KPM). A few elements which assisted in the achievement of PBS integrity were the training, students’ understanding, the parents’ understanding of PBS, environment (involving human resources such as support and appreciation and non-human resources such as technology infrastructure readiness and media). The implications of this study show that teachers, as the PBS implementers, have a strong influence on the integrity of PBS. However, the transformation of behavior involving PBS integrity among teachers requires the stabilisation of support and infrastructure in order to enable the teachers to implement PBS in an ethical manner.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Assessment%20integrity" title="Assessment integrity">Assessment integrity</a>, <a href="https://publications.waset.org/search?q=integrity" title=" integrity"> integrity</a>, <a href="https://publications.waset.org/search?q=perception" title=" perception"> perception</a>, <a href="https://publications.waset.org/search?q=school-based%20assessment." title=" school-based assessment. "> school-based assessment. </a> </p> <a href="https://publications.waset.org/10004036/identifying-teachers-perception-of-integrity-in-school-based-assessment-practice-a-case-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10004036/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10004036/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10004036/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10004036/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10004036/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10004036/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10004036/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10004036/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10004036/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10004036/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10004036.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">1603</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12462</span> The Development of Smart School Condition Assessment Based on Condition Survey Protocol (CSP) 1 Matrix: A Literature Review</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=N.%20Hamzah">N. Hamzah</a>, <a href="https://publications.waset.org/search?q=M.%20Mahli"> M. Mahli</a>, <a href="https://publications.waset.org/search?q=A.%20I.%20Che-Ani"> A. I. Che-Ani</a>, <a href="https://publications.waset.org/search?q=M.%20M%20Tahir"> M. M Tahir</a>, <a href="https://publications.waset.org/search?q=N.%20A.%20G.%20Abdullah"> N. A. G. Abdullah</a>, <a href="https://publications.waset.org/search?q=N.%20M%20Tawil"> N. M Tawil</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Building inspection is one of the key components of building maintenance. The primary purpose of performing a building inspection is to evaluate the building-s condition. Without inspection, it is difficult to determine a built asset-s current condition, so failure to inspect can contribute to the asset-s future failure. Traditionally, a longhand survey description has been widely used for property condition reports. Surveys that employ ratings instead of descriptions are gaining wide acceptance in the industry because they cater to the need for numerical analysis output. These kinds of surveys are also in keeping with the new RICS HomeBuyer Report 2009. In this paper, we propose a new assessment method, derived from the current rating systems, for assessing the specifically smart school building-s condition and rating the seriousness of each defect identified. These two assessment criteria are then multiplied to find the building-s score, which we called the Condition Survey Protocol (CSP) 1 Matrix. Instead of a longhand description of a building-s defects, this matrix requires concise explanations about the defects identified, thus saving on-site time during a smart school building inspection. The full score is used to give the building an overall rating: Good, Fair or Dilapidated.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Assessment%20matrix" title="Assessment matrix">Assessment matrix</a>, <a href="https://publications.waset.org/search?q=building%20condition%20survey" title=" building condition survey"> building condition survey</a>, <a href="https://publications.waset.org/search?q=rating%20system" title=" rating system"> rating system</a>, <a href="https://publications.waset.org/search?q=smart%20school%20and%20survey%20protocol." title=" smart school and survey protocol."> smart school and survey protocol.</a> </p> <a href="https://publications.waset.org/12567/the-development-of-smart-school-condition-assessment-based-on-condition-survey-protocol-csp-1-matrix-a-literature-review" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/12567/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/12567/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/12567/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/12567/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/12567/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/12567/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/12567/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/12567/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/12567/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/12567/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/12567.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">2458</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12461</span> A Proposal of Community based Facility Management Performance (CbFM) in the Education System of Batubara District in Indonesia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Amilia%20Hasbullah">Amilia Hasbullah</a>, <a href="https://publications.waset.org/search?q=Wan%20Zahari%20Wan%20Yussof"> Wan Zahari Wan Yussof</a>, <a href="https://publications.waset.org/search?q=Maziah%20Ismail"> Maziah Ismail</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The primary education system in Indonesia involved the community recognized as the school committee, to take a part in the process of achieving the quality of education via the school facility performance, the low level of school committee involvement in the education system has become the issue in the development of education and reflected to the quality of education. This paper will discuss the conceptual framework and methodology for the performance of school committees within the management of school facilities in Batubara district of Indonesia. The concepts of Community based Facility Management (CbFM) and Logometrix are used as a basis to measure the school committee performance in order to address the needs of quality school management. The data will be taken from questionnaires distributed for those who work and use school facilities spread over seven sub district of Batubara, Indonesia. The result of this study is expected to provide a guide for evaluating the performance of existing school committee in improving the quality of education in Indonesia.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=community%20based%20facility%20management" title="community based facility management">community based facility management</a>, <a href="https://publications.waset.org/search?q=School%20facility%20management" title=" School facility management"> School facility management</a>, <a href="https://publications.waset.org/search?q=School%20committee%20performance." title=" School committee performance."> School committee performance.</a> </p> <a href="https://publications.waset.org/4557/a-proposal-of-community-based-facility-management-performance-cbfm-in-the-education-system-of-batubara-district-in-indonesia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/4557/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/4557/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/4557/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/4557/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/4557/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/4557/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/4557/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/4557/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/4557/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/4557/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/4557.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">2095</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12460</span> Assessment of Psychomotor Development of Preschool Children: A Review of Eight Psychomotor Developmental Tools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Viola%20Huba%C4%8Dov%C3%A1%20Pirov%C3%A1">Viola Hubačová Pirová</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The assessment of psychomotor development allows us to identify children with motor delays, helps us to monitor progress in time and prepare suitable intervention programs. The foundation of psychomotor development lies in pre-school age and is crucial for child´s further cognitive and social development. Many assessment tools of psychomotor development have been developed over the years. Some of them are easy screening tools; others are more complex and sophisticated. The purpose of this review is to describe the history of psychomotor assessment, specify preschool children´s psychomotor evaluation and review eight psychomotor development assessment tools for preschool children (Denver II., DEMOST-PRE, TGMD -2/3, BOT-2, MABC-2, PDMS-2, KTK, MOT 4-6). The selection of test depends on purpose and context in which is the assessment planned.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Assessment%20of%20psychomotor%20development" title="Assessment of psychomotor development">Assessment of psychomotor development</a>, <a href="https://publications.waset.org/search?q=preschool%20children" title=" preschool children"> preschool children</a>, <a href="https://publications.waset.org/search?q=psychomotor%20development" title=" psychomotor development"> psychomotor development</a>, <a href="https://publications.waset.org/search?q=review%20of%20assessment%20tools." title=" review of assessment tools."> review of assessment tools.</a> </p> <a href="https://publications.waset.org/10011559/assessment-of-psychomotor-development-of-preschool-children-a-review-of-eight-psychomotor-developmental-tools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10011559/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10011559/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10011559/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10011559/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10011559/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10011559/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10011559/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10011559/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10011559/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10011559/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10011559.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">1480</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12459</span> New Curriculum and New Challenges: What do School Administrators Really Do?</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Zuhal%20Zeybekoglu%20Cal%C4%B1skan">Zuhal Zeybekoglu Calıskan</a>, <a href="https://publications.waset.org/search?q=Erkan%20Tabancali"> Erkan Tabancali</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The aim of this qualitative case study is to examine how school principals perform their new roles and responsibilities defined in accordance with the new curriculum. Of ten primary schools that the new curriculum was piloted in Istanbul in school year of 2004-2005, one school was randomly selected as the sample of the study. The participants of the study were comprised of randomly-selected 26 teachers working in the case school. To collect data, an interview schedule was developed based on the new role definitions for school principals by the National Ministry of Education. Participants were interviewed on one-to-one basis in February and March 2007. Overall results showed that the school principal was perceived to be successful in terms of the application of the new curriculum in school. According to the majority of teachers, the principal has done his best to establish the infrastructure that is necessary for successful application of the new program. In addition to these, the principal was reported to adopt a collegial and participatory leadership style by creating a positive school atmosphere that enables the school community (teachers, parents and students) to involve school more than before. Keywordscase study, curriculum implementation, school principals and curriculum</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Case%20study" title="Case study">Case study</a>, <a href="https://publications.waset.org/search?q=curriculum%20implementation" title=" curriculum implementation"> curriculum implementation</a>, <a href="https://publications.waset.org/search?q=school%20principals%20and%20curriculum." title=" school principals and curriculum."> school principals and curriculum.</a> </p> <a href="https://publications.waset.org/9315/new-curriculum-and-new-challenges-what-do-school-administrators-really-do" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9315/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9315/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9315/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9315/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9315/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9315/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9315/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9315/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9315/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9315/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9315.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">1478</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12458</span> Learning Based On Computer Science Unplugged in Computer Science Education: Design, Development, and Assessment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Eiko%20Takaoka">Eiko Takaoka</a>, <a href="https://publications.waset.org/search?q=Yoshiyuki%20Fukushima"> Yoshiyuki Fukushima</a>, <a href="https://publications.waset.org/search?q=Koichiro%20Hirose"> Koichiro Hirose</a>, <a href="https://publications.waset.org/search?q=Tadashi%20Hasegawa"> Tadashi Hasegawa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Although, all high school students in Japan are required to learn informatics, many of them do not learn this topic sufficiently. In response to this situation, we propose a support package for high school informatics classes. To examine what students learned and if they sufficiently understood the context of the lessons, a questionnaire survey was distributed to 186 students. We analyzed the results of the questionnaire and determined the weakest units, which were “basic computer configuration” and “memory and secondary storage”. We then developed a package for teaching these units. We propose that our package be applied in high school classrooms.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Computer%20Science%20Unplugged" title="Computer Science Unplugged">Computer Science Unplugged</a>, <a href="https://publications.waset.org/search?q=computer%20science%20outreach" title=" computer science outreach"> computer science outreach</a>, <a href="https://publications.waset.org/search?q=high%20school%20curriculum" title=" high school curriculum"> high school curriculum</a>, <a href="https://publications.waset.org/search?q=experimental%20evaluation." title=" experimental evaluation."> experimental evaluation.</a> </p> <a href="https://publications.waset.org/9998703/learning-based-on-computer-science-unplugged-in-computer-science-education-design-development-and-assessment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9998703/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9998703/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9998703/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9998703/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9998703/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9998703/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9998703/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9998703/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9998703/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9998703/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9998703.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">2121</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12457</span> An Investigation into the Role of School Social Workers and Psychologists with Children Experiencing Special Educational Needs in Libya</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Abdelbasit%20Gadour">Abdelbasit Gadour</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This study explores the function of schools’ psychosocial services within Libyan mainstream schools in relation to children’s special educational needs (SEN). This is with the aim to examine the role of school social workers and psychologists in the assessment procedure of children with SEN. A semi-structured interview was used in this study, with 21 professionals working in the schools’ psychosocial services, of whom 13 were school social workers (SSWs) and eight were school psychologists (SPs). The results of the interviews with SSWs and SPs provided insights into how SEN children are identified, assessed, and dealt with by school professionals. It appears from the results that what constitutes a problem has not changed significantly, and the link between learning difficulties and behavioural difficulties is also evident from this study. Children with behaviour difficulties are more likely to be referred to school psychosocial services than children with learning difficulties. Yet, it is not clear from the interviews with SSWs and SPs whether children are excluded merely because of their behaviour problems. Instead, they would surely be expelled from the school if they failed academically. Furthermore, the interviews with SSWs and SPs yield a rather unusual source accountable for children’s SEN; school-related difficulties were a major factor in which almost all participants attributed children’s learning and behaviour problems to teachers’ deficiencies, followed by school lack of resources.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Special%20education" title="Special education">Special education</a>, <a href="https://publications.waset.org/search?q=school" title=" school"> school</a>, <a href="https://publications.waset.org/search?q=social%20workers" title=" social workers"> social workers</a>, <a href="https://publications.waset.org/search?q=psychologist." title=" psychologist."> psychologist.</a> </p> <a href="https://publications.waset.org/10012143/an-investigation-into-the-role-of-school-social-workers-and-psychologists-with-children-experiencing-special-educational-needs-in-libya" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10012143/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10012143/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10012143/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10012143/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10012143/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10012143/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10012143/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10012143/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10012143/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10012143/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10012143.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">691</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12456</span> Principal Role and School Structure</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Behnaz%20Mohajeran">Behnaz Mohajeran</a>, <a href="https://publications.waset.org/search?q=Alireza%20Ghaleei"> Alireza Ghaleei</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This main purpose of the study reported here was to investigate the extent to which the form of school governance (particularly decision-making) had an impact upon the effectiveness of the school with reference to parental involvement, planning and budgeting, professional development of teachers, school facilities and resources, and student outcomes. Particular attention was given to decision-making within the governance arrangements. The study was based on four case studies of high schools in New South Wales, Australia including one government school, one independent Christian community school, one independent Catholic school, and one Catholic systemic school. The focus of the research was principals, teachers, parents, and students of four schools with varying governance structures. To gain a greater insight into the issues, the researchers collected information by questionnaire, semi-structured interview, and review of school key documents. This study found that it was not so much structure but the centrality of the school Principal and the way that the Principal perceived his/her roles in relation to others that impacted most on school governance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=governance%20structure" title="governance structure">governance structure</a>, <a href="https://publications.waset.org/search?q=principal%20role" title=" principal role"> principal role</a>, <a href="https://publications.waset.org/search?q=schooleffectiveness" title=" schooleffectiveness"> schooleffectiveness</a>, <a href="https://publications.waset.org/search?q=stakeholder%20involvement" title=" stakeholder involvement"> stakeholder involvement</a> </p> <a href="https://publications.waset.org/14640/principal-role-and-school-structure" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/14640/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/14640/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/14640/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/14640/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/14640/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/14640/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/14640/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/14640/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/14640/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/14640/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/14640.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">2767</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12455</span> Studying Efficiency of Digital Technology Facilitated Assessment Techniques in Higher Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=B.%20Ferdousi">B. Ferdousi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This study examines the adoption of digital technology in academic assessment or e-assessment in higher education. The main focus of this research is to determine the impact of advanced digital technology on different assessment techniques such as formative assessment and summative assessment. The goal of this study is to critically evaluate the selection of different assessment methods using digital technology to enhance assessment for more effective learning. Given the increasing use of digital technology in the assessment of students' achievement in the learning process, this research is significant. Based on a literature review of different assessment techniques using technology, this study focuses on the formative and summative techniques of e-assessment. The paper offers an in-depth analysis of the innovative and creative use of digital technology in assessment. The findings of this research will enhance knowledge and in-depth understanding of using technology in assessment, especially in active learning environments, in higher academic institutions.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=E-assessment%20techniques" title="E-assessment techniques">E-assessment techniques</a>, <a href="https://publications.waset.org/search?q=assessment%20for%20learning" title=" assessment for learning"> assessment for learning</a>, <a href="https://publications.waset.org/search?q=assessment%20of%20learning" title=" assessment of learning"> assessment of learning</a>, <a href="https://publications.waset.org/search?q=digital%20technology." title=" digital technology."> digital technology.</a> </p> <a href="https://publications.waset.org/10013545/studying-efficiency-of-digital-technology-facilitated-assessment-techniques-in-higher-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10013545/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10013545/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10013545/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10013545/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10013545/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10013545/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10013545/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10013545/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10013545/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10013545/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10013545.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">200</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12454</span> Multivariate School Travel Demand Regression Based on Trip Attraction</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Ben-Edigbe%20J">Ben-Edigbe J</a>, <a href="https://publications.waset.org/search?q=RahmanR"> RahmanR</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Since primary school trips usually start from home, attention by many scholars have been focused on the home end for data gathering. Thereafter category analysis has often been relied upon when predicting school travel demands. In this paper, school end was relied on for data gathering and multivariate regression for future travel demand prediction. 9859 pupils were surveyed by way of questionnaires at 21 primary schools. The town was divided into 5 zones. The study was carried out in Skudai Town, Malaysia. Based on the hypothesis that the number of primary school trip ends are expected to be the same because school trips are fixed, the choice of trip end would have inconsequential effect on the outcome. The study compared empirical data for home and school trip end productions and attractions. Variance from both data results was insignificant, although some claims from home based family survey were found to be grossly exaggerated. Data from the school trip ends was relied on for travel demand prediction because of its completeness. Accessibility, trip attraction and trip production were then related to school trip rates under daylight and dry weather conditions. The paper concluded that, accessibility is an important parameter when predicting demand for future school trip rates. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Trip%20generation" title="Trip generation">Trip generation</a>, <a href="https://publications.waset.org/search?q=regression%20analysis" title=" regression analysis"> regression analysis</a>, <a href="https://publications.waset.org/search?q=multiple%20linearregressions" title=" multiple linearregressions"> multiple linearregressions</a> </p> <a href="https://publications.waset.org/6433/multivariate-school-travel-demand-regression-based-on-trip-attraction" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/6433/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/6433/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/6433/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/6433/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/6433/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/6433/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/6433/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/6433/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/6433/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/6433/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/6433.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">1906</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12453</span> An E-Assessment Website to Implement Hierarchical Aggregate Assessment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=M.%20Lesage">M. Lesage</a>, <a href="https://publications.waset.org/search?q=G.%20Ra%C3%AEche"> G. Raîche</a>, <a href="https://publications.waset.org/search?q=M.%20Riopel"> M. Riopel</a>, <a href="https://publications.waset.org/search?q=F.%20Fortin"> F. Fortin</a>, <a href="https://publications.waset.org/search?q=D.%20Sebkhi"> D. Sebkhi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This paper describes a Web server implementation of the hierarchical aggregate assessment process in the field of education. This process describes itself as a field of teamwork assessment where teams can have multiple levels of hierarchy and supervision. This process is applied everywhere and is part of the management, education, assessment and computer science fields. The E-Assessment website named “Cluster” records in its database the students, the course material, the teams and the hierarchical relationships between the students. For the present research, the hierarchical relationships are team member, team leader and group administrator appointments. The group administrators have the responsibility to supervise team leaders. The experimentation of the application has been performed by high school students in geology courses and Canadian army cadets for navigation patrols in teams. This research extends the work of Nance that uses a hierarchical aggregation process similar as the one implemented in the “Cluster” application. </p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=E-Learning" title="E-Learning">E-Learning</a>, <a href="https://publications.waset.org/search?q=E-Assessment" title=" E-Assessment"> E-Assessment</a>, <a href="https://publications.waset.org/search?q=Teamwork%20Assessment" title=" Teamwork Assessment"> Teamwork Assessment</a>, <a href="https://publications.waset.org/search?q=Hierarchical%20Aggregate%20Assessment." title=" Hierarchical Aggregate Assessment. "> Hierarchical Aggregate Assessment. </a> </p> <a href="https://publications.waset.org/9997566/an-e-assessment-website-to-implement-hierarchical-aggregate-assessment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9997566/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9997566/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9997566/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9997566/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9997566/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9997566/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9997566/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9997566/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9997566/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9997566/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9997566.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">1836</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12452</span> Learning and Practicing Assessment in a Pre-service Teacher Education Program: Comparative Perspective of UK and Pakistani Universities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Malik%20Ghulam%20Behlol">Malik Ghulam Behlol</a>, <a href="https://publications.waset.org/search?q=Alison%20Fox"> Alison Fox</a>, <a href="https://publications.waset.org/search?q=Faiza%20Masood"> Faiza Masood</a>, <a href="https://publications.waset.org/search?q=Sabiha%20Arshad"> Sabiha Arshad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This paper explores the barriers to the application of learning-supportive assessment at teaching practicum while investigating the role of university teachers (UT), cooperative teachers (CT), prospective teachers (PT) and heads of the practicum schools (HPS) in the selected universities of Pakistan and the UK. It is a qualitative case study and data were collected through the lesson observation of UT in the pre-service teacher education setting and PT in practicum schools. Interviews with UT, HPS, and Focus Group Discussions with PT were conducted too. The study has concluded that as compared to the UK counterpart, PTs in Pakistan face significant barriers in applying learning-supportive assessment in the school practicum settings because of large class sizes, lack of institutionalised collaboration between universities and schools, poor modelling of the lesson, ineffective feedback practices, lower order thinking assignments, and limited opportunities to use technology in school settings. </p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Learning%20supportive%20assessment" title="Learning supportive assessment">Learning supportive assessment</a>, <a href="https://publications.waset.org/search?q=pre-service%20teacher%20education" title=" pre-service teacher education"> pre-service teacher education</a>, <a href="https://publications.waset.org/search?q=theory-practice%20gap" title=" theory-practice gap"> theory-practice gap</a>, <a href="https://publications.waset.org/search?q=teacher%20education." title=" teacher education."> teacher education.</a> </p> <a href="https://publications.waset.org/10013483/learning-and-practicing-assessment-in-a-pre-service-teacher-education-program-comparative-perspective-of-uk-and-pakistani-universities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10013483/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10013483/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10013483/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10013483/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10013483/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10013483/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10013483/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10013483/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10013483/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10013483/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10013483.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">193</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12451</span> Toward a Risk Assessment Model Based On Multi-Agent System for Cloud Consumer</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Saadia%20Drissi">Saadia Drissi</a>, <a href="https://publications.waset.org/search?q=Siham%20Benhadou"> Siham Benhadou</a>, <a href="https://publications.waset.org/search?q=Hicham%20Medromi"> Hicham Medromi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The cloud computing is an innovative paradigm that introduces several changes in technology that have resulted a new ways for cloud providers to deliver their services to cloud consumers mainly in term of security risk assessment, thus, adapting a current risk assessment tools to cloud computing is a very difficult task due to its several characteristics that challenge the effectiveness of risk assessment approaches. As consequence, there is a need of risk assessment model adapted to cloud computing. This paper requires a new risk assessment model based on multi-agent system and AHP model as fundamental steps towards the development of flexible risk assessment approach regarding cloud consumers<em>.</em></p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Cloud%20computing" title="Cloud computing">Cloud computing</a>, <a href="https://publications.waset.org/search?q=risk%20assessment%20model" title=" risk assessment model"> risk assessment model</a>, <a href="https://publications.waset.org/search?q=multi-agent%20system" title=" multi-agent system"> multi-agent system</a>, <a href="https://publications.waset.org/search?q=AHP%20model" title=" AHP model"> AHP model</a>, <a href="https://publications.waset.org/search?q=cloud%20consumer." title=" cloud consumer."> cloud consumer.</a> </p> <a href="https://publications.waset.org/9998621/toward-a-risk-assessment-model-based-on-multi-agent-system-for-cloud-consumer" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9998621/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9998621/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9998621/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9998621/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9998621/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9998621/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9998621/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9998621/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9998621/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9998621/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9998621.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">2256</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12450</span> Peer Assessment in the Context of Project-Based Learning Online</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Y.%20Benjelloun%20Touimi">Y. Benjelloun Touimi</a>, <a href="https://publications.waset.org/search?q=N.%20Faddouli"> N. Faddouli</a>, <a href="https://publications.waset.org/search?q=S.%20Bennani"> S. Bennani</a>, <a href="https://publications.waset.org/search?q=M.%20Khalidi%20Idrissi"> M. Khalidi Idrissi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The pedagogy project has been proven as an active learning method, which is used to develop learner-s skills and knowledge.The use of technology in the learning world, has filed several gaps in the implementation of teaching methods, and online evaluation of learners. However, the project methodology presents challenges in the assessment of learners online. Indeed, interoperability between E-learning platforms (LMS) is one of the major challenges of project-based learning assessment. Firstly, we have reviewed the characteristics of online assessment in the context of project-based teaching. We addressed the constraints encountered during the peer evaluation process. Our approach is to propose a meta-model, which will describe a language dedicated to the conception of peer assessment scenario in project-based learning. Then we illustrate our proposal by an instantiation of the meta-model through a business process in a scenario of collaborative assessment on line. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Online%20project%20based%20learning" title="Online project based learning">Online project based learning</a>, <a href="https://publications.waset.org/search?q=meta-model" title=" meta-model"> meta-model</a>, <a href="https://publications.waset.org/search?q=peer%0Aassessment%20process." title=" peer assessment process."> peer assessment process.</a> </p> <a href="https://publications.waset.org/7225/peer-assessment-in-the-context-of-project-based-learning-online" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/7225/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/7225/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/7225/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/7225/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/7225/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/7225/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/7225/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/7225/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/7225/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/7225/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/7225.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">2372</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12449</span> Online Learning Activities Kit on Plants in Thai Literature in Compliance with the School Botanical Garden of Plant Genetic Conservation Project under the Royal Initiative of Her Royal Highness Princess Maha Chakri Sirindhorn</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Pornpapatsorn%20Princhankol">Pornpapatsorn Princhankol</a>, <a href="https://publications.waset.org/search?q=Kannika%20Udnunkarn"> Kannika Udnunkarn</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research was aimed to develop and determine the quality of online learning activities kit as well as to examine the learning achievement of students and their satisfaction towards the kit through authentic assessment. The tools in this research contained online learning activities kit on plant in Thai literature in compliance with the School Botanical Garden of Plant Genetic Conservation Project under the Royal Initiative of Her Royal Highness Princess Maha Chakri Sirindhorn, the assessment form, the learning achievement test, the satisfaction form and the authentic assessment form. The population consisted of 40 students in the second range of primary years (Prathomsuksa 4 to 6) at Ban Khao Rak School, Suratthani Province, Thailand. The research results showed that the content quality of the developed online learning activities kit as assessed by the experts was 4.70 on average or at very high level. The pre-test and post-test comparison was made to examine the learning achievement and it revealed that the post-test score was higher than the pre-test score with statistical significance at the .01 level. The satisfaction of the sampling group towards the online learning activities kit was 4.74 or at the highest level. The authentic assessment showed an average of 1.69 or at good level. Therefore, the online learning activities kit on plant in Thai literature in compliance with the School Botanical Garden of Plant Genetic Conservation Project under the Royal Initiative of Her Royal Highness Princess Maha Chakri Sirindhorn could be used in real classroom situations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Online%20learning%20activities%20kit" title="Online learning activities kit">Online learning activities kit</a>, <a href="https://publications.waset.org/search?q=Plants%20in%20Thai%0Aliterature" title=" Plants in Thai literature"> Plants in Thai literature</a>, <a href="https://publications.waset.org/search?q=School%20Botanical%20garden" title=" School Botanical garden"> School Botanical garden</a> </p> <a href="https://publications.waset.org/15318/online-learning-activities-kit-on-plants-in-thai-literature-in-compliance-with-the-school-botanical-garden-of-plant-genetic-conservation-project-under-the-royal-initiative-of-her-royal-highness-princess-maha-chakri-sirindhorn" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/15318/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/15318/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/15318/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/15318/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/15318/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/15318/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/15318/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/15318/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/15318/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/15318/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/15318.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">1376</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12448</span> Algorithmic Skills Transferred from Secondary CSI Studies into Tertiary Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Piroska%20Bir%C3%B3">Piroska Biró</a>, <a href="https://publications.waset.org/search?q=M%C3%A1ria%20Csernoch"> Mária Csernoch</a>, <a href="https://publications.waset.org/search?q=J%C3%A1nos%20M%C3%A1th"> János Máth</a>, <a href="https://publications.waset.org/search?q=K%C3%A1lm%C3%A1n%20Abari"> Kálmán Abari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Testing the first year students of Informatics at the University of Debrecen revealed that students start their tertiary studies in programming with a low level of programming knowledge and algorithmic skills. The possible reasons which lead the students to this very unfortunate result were examined. The results of the test were compared to the students’ results in the school leaving exams and to their self-assessment values. It was found that there is only a slight connection between the students’ results in the test and in the school leaving exams, especially at intermediate level. Beyond this, the school leaving exams do not seem to enable students to evaluate their own abilities.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Deep%20and%20surface%20approaches" title="Deep and surface approaches">Deep and surface approaches</a>, <a href="https://publications.waset.org/search?q=metacognitive%0D%0Aabilities" title=" metacognitive abilities"> metacognitive abilities</a>, <a href="https://publications.waset.org/search?q=programming%20and%20algorithmic%20skills" title=" programming and algorithmic skills"> programming and algorithmic skills</a>, <a href="https://publications.waset.org/search?q=school%20leaving%20exams" title=" school leaving exams"> school leaving exams</a>, <a href="https://publications.waset.org/search?q=tracking%20code." title=" tracking code."> tracking code.</a> </p> <a href="https://publications.waset.org/10000351/algorithmic-skills-transferred-from-secondary-csi-studies-into-tertiary-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10000351/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10000351/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10000351/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10000351/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10000351/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10000351/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10000351/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10000351/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10000351/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10000351/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10000351.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">1764</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12447</span> An Augmented-Reality Interactive Card Game for Teaching Elementary School Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=YuLung%20Wu">YuLung Wu</a>, <a href="https://publications.waset.org/search?q=YuTien%20Wu"> YuTien Wu</a>, <a href="https://publications.waset.org/search?q=ShuMey%20Yu"> ShuMey Yu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Game-based learning can enhance the learning motivation of students and provide a means for them to learn through playing games. This study used augmented reality technology to develop an interactive card game as a game-based teaching aid for delivering elementary school science course content with the aim of enhancing student learning processes and outcomes. Through playing the proposed card game, students can familiarize themselves with appearance, features, and foraging behaviors of insects. The system records the actions of students, enabling teachers to determine their students’ learning progress. In this study, 37 students participated in an assessment experiment and provided feedback through questionnaires. Their responses indicated that they were significantly more motivated to learn after playing the game, and their feedback was mostly positive. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Game-based%20learning" title="Game-based learning">Game-based learning</a>, <a href="https://publications.waset.org/search?q=learning%20motivation" title=" learning motivation"> learning motivation</a>, <a href="https://publications.waset.org/search?q=teaching%0D%0Aaid" title=" teaching aid"> teaching aid</a>, <a href="https://publications.waset.org/search?q=augmented%20reality." title=" augmented reality."> augmented reality.</a> </p> <a href="https://publications.waset.org/10003259/an-augmented-reality-interactive-card-game-for-teaching-elementary-school-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10003259/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10003259/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10003259/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10003259/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10003259/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10003259/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10003259/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10003259/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10003259/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10003259/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10003259.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">2663</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12446</span> Managers' Empowerment in High School by Knowledge Management</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=B.%20Azizi%20Nejad">B. Azizi Nejad</a>, <a href="https://publications.waset.org/search?q=M.M.%20Seiied%20Abbaszadeh"> M.M. Seiied Abbaszadeh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of the present study is the investigation of the relationship between knowledge management and enabling managers based on achieving proper function. This research is descriptive and investigative. The sample includes all male and female high school managers of first and second regions of Urmia including 98 school and accordingly 98 managers. The instrument applied was a questionnaire. To sum up, there is a statistically significant relationship between knowledge management and empowering managers. In the end, several suggestions are provided. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Empowering%20managers" title="Empowering managers">Empowering managers</a>, <a href="https://publications.waset.org/search?q=high%20school%20managers%27%20efficiency" title=" high school managers' efficiency"> high school managers' efficiency</a>, <a href="https://publications.waset.org/search?q=knowledge" title=" knowledge"> knowledge</a>, <a href="https://publications.waset.org/search?q=knowledge%20management." title=" knowledge management."> knowledge management.</a> </p> <a href="https://publications.waset.org/5973/managers-empowerment-in-high-school-by-knowledge-management" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/5973/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/5973/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/5973/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/5973/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/5973/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/5973/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/5973/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/5973/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/5973/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/5973/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/5973.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">1355</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12445</span> 5iD Viewer - Observation of Fish School Behaviour in Labyrinths and Use of Semantic and Syntactic Entropy for School Structure Definition</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Dalibor%20%C5%A0tys">Dalibor Štys</a>, <a href="https://publications.waset.org/search?q=Dalibor%20%C5%A0tys%20Jr."> Dalibor Štys Jr.</a>, <a href="https://publications.waset.org/search?q=Jana%20Pe%C4%8Denkov%C3%A1"> Jana Pečenková</a>, <a href="https://publications.waset.org/search?q=Kry%C5%A1tof%20M.%20%C5%A0tys"> Kryštof M. Štys</a>, <a href="https://publications.waset.org/search?q=Maryia%20Chkalova"> Maryia Chkalova</a>, <a href="https://publications.waset.org/search?q=Petr%20Kouba"> Petr Kouba</a>, <a href="https://publications.waset.org/search?q=Aliaksandr%20Pautsina"> Aliaksandr Pautsina</a>, <a href="https://publications.waset.org/search?q=Denis%20Durniev"> Denis Durniev</a>, <a href="https://publications.waset.org/search?q=Tom%C3%A1%C5%A1%20N%C3%A1hl%C3%ADk"> Tomáš Náhlík</a>, <a href="https://publications.waset.org/search?q=Petr%20C%C3%ADsa%C5%99"> Petr Císař</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>In this article is reported a construction and some properties of the 5iD viewer, the system recording simultaneously 5 views of a given experimental object. Properties of the system are demonstrated on the analysis of fish schooling behaviour. It is demonstrated the method of instrument calibration which allows inclusion of image distortion and it is proposed and partly tested also the method of distance assessment in the case that only two opposite cameras are available. Finally, we demonstrate how the state trajectory of the behaviour of the fish school may be constructed from the entropy of the system.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=3D%20positioning" title="3D positioning">3D positioning</a>, <a href="https://publications.waset.org/search?q=school%20behavior" title=" school behavior"> school behavior</a>, <a href="https://publications.waset.org/search?q=distance%20calibration" title=" distance calibration"> distance calibration</a>, <a href="https://publications.waset.org/search?q=space%20vision" title=" space vision"> space vision</a>, <a href="https://publications.waset.org/search?q=space%20distortion." title=" space distortion."> space distortion.</a> </p> <a href="https://publications.waset.org/10000505/5id-viewer-observation-of-fish-school-behaviour-in-labyrinths-and-use-of-semantic-and-syntactic-entropy-for-school-structure-definition" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10000505/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10000505/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10000505/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10000505/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10000505/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10000505/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10000505/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10000505/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10000505/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10000505/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10000505.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">1934</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12444</span> Fuzzy Risk-Based Life Cycle Assessment for Estimating Environmental Aspects in EMS</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Kevin%20Fong-Rey%20Liu">Kevin Fong-Rey Liu</a>, <a href="https://publications.waset.org/search?q=Ken%20Yeh"> Ken Yeh</a>, <a href="https://publications.waset.org/search?q=Cheng-Wu%20Chen"> Cheng-Wu Chen</a>, <a href="https://publications.waset.org/search?q=Han-Hsi%20Liang"> Han-Hsi Liang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Environmental aspects plays a central role in environmental management system (EMS) because it is the basis for the identification of an organization-s environmental targets. The existing methods for the assessment of environmental aspects are grouped into three categories: risk assessment-based (RA-based), LCA-based and criterion-based methods. To combine the benefits of these three categories of research, this study proposes an integrated framework, combining RA-, LCA- and criterion-based methods. The integrated framework incorporates LCA techniques for the identification of the causal linkage for aspect, pathway, receptor and impact, uses fuzzy logic to assess aspects, considers fuzzy conditions, in likelihood assessment, and employs a new multi-criteria decision analysis method - multi-criteria and multi-connection comprehensive assessment (MMCA) - to estimate significant aspects in EMS. The proposed model is verified, using a real case study and the results show that this method successfully prioritizes the environmental aspects. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Environmental%20management%20system" title="Environmental management system">Environmental management system</a>, <a href="https://publications.waset.org/search?q=environmental%20aspect" title=" environmental aspect"> environmental aspect</a>, <a href="https://publications.waset.org/search?q=risk%20assessment" title=" risk assessment"> risk assessment</a>, <a href="https://publications.waset.org/search?q=life%20cycle%20assessment." title=" life cycle assessment."> life cycle assessment.</a> </p> <a href="https://publications.waset.org/840/fuzzy-risk-based-life-cycle-assessment-for-estimating-environmental-aspects-in-ems" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/840/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/840/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/840/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/840/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/840/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/840/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/840/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/840/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/840/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/840/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/840.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">2219</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12443</span> Is School Misbehavior a Decision? Implications for School Guidance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Rachel%20C.%20F.%20Sun">Rachel C. F. Sun</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This study examined the predictive effects of moral competence, prosocial norms and positive behavior recognition on school misbehavior among Chinese junior secondary school students. Results of multiple regression analysis showed that students were more likely to misbehave in school when they had lower levels of moral competence and prosocial norms, and when they perceived their positive behavior being less likely recognized. Practical implications were discussed on how to guide students to make the right choices to behave appropriately in school. Implications for future research were also discussed.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Moral%20competence" title="Moral competence">Moral competence</a>, <a href="https://publications.waset.org/search?q=positive%20behavior%20recognition" title=" positive behavior recognition"> positive behavior recognition</a>, <a href="https://publications.waset.org/search?q=prosocial%20norms" title=" prosocial norms"> prosocial norms</a>, <a href="https://publications.waset.org/search?q=school%20misbehavior." title=" school misbehavior. "> school misbehavior. </a> </p> <a href="https://publications.waset.org/9998631/is-school-misbehavior-a-decision-implications-for-school-guidance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9998631/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9998631/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9998631/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9998631/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9998631/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9998631/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9998631/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9998631/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9998631/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9998631/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9998631.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">2569</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12442</span> An Exploratory Study of Reliability of Ranking vs. Rating in Peer Assessment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Yang%20Song">Yang Song</a>, <a href="https://publications.waset.org/search?q=Yifan%20Guo"> Yifan Guo</a>, <a href="https://publications.waset.org/search?q=Edward%20F.%20Gehringer"> Edward F. Gehringer</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Fifty years of research has found great potential for peer assessment as a pedagogical approach. With peer assessment, not only do students receive more copious assessments; they also learn to become assessors. In recent decades, more educational peer assessments have been facilitated by online systems. Those online systems are designed differently to suit different class settings and student groups, but they basically fall into two categories: rating-based and ranking-based. The rating-based systems ask assessors to rate the artifacts one by one following some review rubrics. The ranking-based systems allow assessors to review a set of artifacts and give a rank for each of them. Though there are different systems and a large number of users of each category, there is no comprehensive comparison on which design leads to higher reliability. In this paper, we designed algorithms to evaluate assessors' reliabilities based on their rating/ranking against the global ranks of the artifacts they have reviewed. These algorithms are suitable for data from both rating-based and ranking-based peer assessment systems. The experiments were done based on more than 15,000 peer assessments from multiple peer assessment systems. We found that the assessors in ranking-based peer assessments are at least 10% more reliable than the assessors in rating-based peer assessments. Further analysis also demonstrated that the assessors in ranking-based assessments tend to assess the more differentiable artifacts correctly, but there is no such pattern for rating-based assessors.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Peer%20assessment" title="Peer assessment">Peer assessment</a>, <a href="https://publications.waset.org/search?q=peer%20rating" title=" peer rating"> peer rating</a>, <a href="https://publications.waset.org/search?q=peer%20ranking" title=" peer ranking"> peer ranking</a>, <a href="https://publications.waset.org/search?q=reliability." title=" reliability."> reliability.</a> </p> <a href="https://publications.waset.org/10008019/an-exploratory-study-of-reliability-of-ranking-vs-rating-in-peer-assessment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10008019/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10008019/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10008019/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10008019/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10008019/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10008019/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10008019/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10008019/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10008019/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10008019/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10008019.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">1115</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12441</span> Ideal School of the Future from the Parents´ View: Quantitative Research of Faculty of Education of the University of Hradec Králové</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Yveta%20Pohn%C4%9Btalov%C3%A1">Yveta Pohnětalová </a> </p> <p class="card-text"><strong>Abstract:</strong></p> The topic of possible forms of future schools according to rapid changes of life in the 21st century has become to reach several economic and social prognoses. In our research, we have tried to find out what the future school form is according to pupils’ parent’s view. School is a part of life of each person and based on own experience there is a certain individual picture created about a possible look of future education. The aim of our quantitative research was to find out how parents of first grade primary school pupils see the ideal school of the future. The quantitative research realized at the Faculty of Education of the University of Hradec Králové (Czech Republic). By statistical analysis of gained data from 120 respondents, there have been several views of schools of future identified in terms of mission and also the way of education. But a common indicator according to addressed parents would be more focused on the overall personality development rather than the field practice which is related to a realistic idea that school of the future is not and will not be the only source of education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Parents%E2%80%99%20approach" title="Parents’ approach">Parents’ approach</a>, <a href="https://publications.waset.org/search?q=school%20of%20the%20future" title=" school of the future"> school of the future</a>, <a href="https://publications.waset.org/search?q=survey" title=" survey"> survey</a>, <a href="https://publications.waset.org/search?q=ways%20of%20education." title=" ways of education."> ways of education.</a> </p> <a href="https://publications.waset.org/10005185/ideal-school-of-the-future-from-the-parents-view-quantitative-research-of-faculty-of-education-of-the-university-of-hradec-kralove" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10005185/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10005185/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10005185/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10005185/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10005185/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10005185/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10005185/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10005185/ris" target="_blank" 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