New Type Of Assessment Research Articles

Методологічний компонент удосконалення оцінки довгострокової заборгованості як фінансового інструменту

Accounts receivable and payable are one of the most common types of financial instruments of agricultural enterprises. Until recently, such debt was considered a traditional accounting object with established recognition rules, cost measurement and disclosure. However, since the end of 2019, the valuation of such financial instruments has changed due to introducing the present value as a priority for its long-term type. The article aims to reveal the methodology for determining the present value of long-term debt as the most common type of financial instrument. The specifics of the application of the present value for the assessment of long-term debt were disclosed. It was substantiated which types of such debt are subject to the discounting requirement and which are not. The problem points of introducing a new type of assessment, which affect the data of financial statements, were identified. The article contains the necessary data and rules for the most reliable calculation of the present value of long-term receivables and long-term liabilities as financial instruments. The study results show that for the most accurate and objective determination of the present value of long-term receivables and long-term liabilities as financial instruments, the agricultural enterprise needs to record the methodology of cost measurement of such objects in the Regulation of accounting policy. In particular, it is necessary to specify the object (which type of long-term debt is subject to discounting and which is not), the calculation (formula), the variable (discounting rate selection procedure) and the documentary (a form of the primary document) components.

Metacriticism of an artistic writing style: Venedikt Yerofeyev on Vladimir Mayakovsky

Venedikt Yerofeyev is a remarkable and complex figure in Russian literature of the second half of the XX century. He is one of the first to expresses a different perspective on the realities of life and propose a new type of assessment of being. The object of this research is the introductory composition of Venedikt Yerofeyev written in 1961, at the time of joining Vladimir State Pedagogical Institute. The main subject of the analysis is the objectification of V. Yerofeyev’s metacritical assessment of “All Right!” Research methodology is at the edge of conceptual evaluation of the text, hermeneutical interpretation of the composition, structural and comparative approaches. The basis of receptive criticism, which in the author’s opinion was taken by Venedikt Yerofeyev as the principle of interpretation of Mayakovsky’s poetic construct, unites the outlines circle of methods. The novelty and relevance of this work consists in the fact that Yerofeyev’s  introductory composition has not been previously examined and commented upon in of a number of scientific sources. Yerofeyev’s writing has a clearly humanistic and philological connotation. The author creates the text by a unique research pattern: from the emotionally sensible focus of experiences of Vladimir Mayakovsky to verification of the positions of synthesis of personal and social order in the poem “All Right!” Metacricisim of Mayakovsky's style and artistic manner in the composition of Venedikt Yerofeyev is given not only from the perspective of point estimation of text of the futurist poet, but also from the standpoint of intensive reduction of the potentially inherent meaning.

КАЛЫПТАНДЫРУУЧУ БААЛОО БАШТАЛГЫЧ КЛАССТЫН ОКУУЧУЛАРЫНЫН БИЛИМ САПАТЫН АРТТЫРУУНУН КАРАЖАТЫ КАТАРЫНДА

At the elementary school of Kyrgyzstan, new types of assessment of learning outcomes are actively being introduced. Stormy discussion causes problems with the use of formative assessment in the classroom. Methodists note the positive role of various formative assessment strategies. In the article, the author proposes strategies for formative assessment in elementary school lessons. Tips for teachers to successfully apply strategies are offered. It is shown that the proposed strategies allow the elementary school teacher to achieve good results in teaching subjects. At the end of the article, the author gives recommendations for the successful application of formative assessment strategies that can contribute to ensuring the quality of education in primary school.

Towards a new scale for assessing attitudes towards social robots

AbstractBackground:The surge in the development of social robots gives rise to an increased need for systematic methods of assessing attitudes towards robots.Aim:This study presents the development of a questionnaire for assessing attitudinal stance towards social robots: the ASOR.Methods:The 37-item ASOR questionnaire was developed by a task-force with members from different disciplines. It was founded on theoretical considerations of how social robots could influence five different aspects of relatedness.Results:Three hundred thirty-nine people responded to the survey. Factor analysis of the ASOR yielded a three-factor solution consisting of a total of 25 items: “ascription of mental capacities”, “ascription of socio-practical capacities”, and “ascription of socio-moral status”. This data was further triangulated with data from interviews (n = 10).Conclusion:the ASOR allows for assessment of three distinct facets of ascription of capacities to social robots and offers a new type of assessment of attitudes towards social robots. It appeared that ASOR not only assesses ascription of capacities to social robots but it also gauged overall positive attitudes towards social robots.

ОБУЧЕНИЕ СТУДЕНТОВ-ФИЛОЛОГОВ МЕТОДИКЕ ПОДГОТОВКИ УЧАЩИХСЯ К СОЗДАНИЮ УСТНОГО МОНОЛОГИЧЕСКОГО ВЫСКАЗЫВАНИЯ НА ЗАДАННУЮ ТЕМУ

The article describes an attempt of senior philological students’ methodological training conducted within an optional course and focused on developing 9th-grade pupils’ non-spontaneous monological speech skills (task № 3 of the final colloquium on the discipline “The Russian Language”). The author presents in detail three aspects of the methodological work. Analytical exercises developed by the researcher on the basis of teachers’ and philological students’ oral monological statements created during the educational process, samples of oral answers, check lists illustrate possible ways to train pedagogical students for a new type of assessment on the discipline “The Russian Language” in the 9th form.

Students’ Impression towards Science Virtual Test (SVT) on Digestive System Topic

During the past few years, technology has significantly support the improvements in assessment.Computer-based test (CBT) comes up as a new type of assessment which offers many benefits. The implementation of computer-based test in term of students’ perspective gives rise to numbers of mixed reactions. Students’ impression is one of the essential things for the implementation of SVT. The purpose of this study was to investigate the impression of students toward SVT. The method used in this research was descriptive method. The participant was 98 students from Junior High School “X” in East Bandung. Students’ impression questionnaire was used as the instrument. There are four aspects tested in this instrument which are students’ experience, technical activity, preference and media of SVT. The result shows that SVT generally gives positive impression to students. Students have a positive experience and did not encounter significant problem when implementing SVT. Students prefer to use SVT and students think the media of SVT is already good.

The State Matura exam in Croatia: How argumentative essay as an integral part of the Matura Higher English exam improved students’ foreign language literacy

The purpose of this article is to enrich the EFL teacher’s understanding of the development of educational standards in Croatia with the special focus on Secondary School Leaving Examination the so called State Matura. The external examinations are a widespread phenomenon which has also influenced Croatian educational system. This new type of assessment, which has been used for over a decade now has positively influenced the language competence of the students especially in reading and writing. Henceforth the argumentative essay, which is a crucial part of the English Matura exam at the higher level, has in great part contributed to such positive changes which were also documentd in the Reports issued by the Croatian Center for External Evaluation of Education, whose role is to govern the whole examination process and in the end to subject the tests and its items to psychometric analyses. Statistical data, rating scales and a sample essay included in this article are of great help in other to demonstrate the positive role the argumentative essay plays at the Matura exam and later at a university level .A study which also speaks in favour of this fact is the study conducted by R.M.Helms, in the USA (2008) which stresses the importance of the writing component of the SAT tests as predictors of college grades. Bearing in mind everything mentioned so far a lot of challenges still lie ahed, but the Croatian educational system will for sure yield even more promising results in the future.

The State Matura exam in Croatia: How argumentative essay as an integral part of the Matura Higher English exam improved students’ foreign language literacy

The purpose of this article is to enrich the EFL teacher’s understanding of the development of educational standards in Croatia with the special focus on Secondary School Leaving Examination the so called State Matura. The external examinations are a widespread phenomenon which has also influenced Croatian educational system. This new type of assessment, which has been used for over a decade now has positively influenced the language competence of the students especially in reading and writing. Henceforth the argumentative essay, which is a crucial part of the English Matura exam at the higher level, has in great part contributed to such positive changes which were also documentd in the Reports issued by the Croatian Center for External Evaluation of Education, whose role is to govern the whole examination process and in the end to subject the tests and its items to psychometric analyses. Statistical data, rating scales and a sample essay included in this article are of great help in other to demonstrate the positive role the argumentative essay plays at the Matura exam and later at a university level .A study which also speaks in favour of this fact is the study conducted by R.M.Helms, in the USA (2008) which stresses the importance of the writing component of the SAT tests as predictors of college grades. Bearing in mind everything mentioned so far a lot of challenges still lie ahed, but the Croatian educational system will for sure yield even more promising results in the future.

A framework for designing and developing multimedia-based performance assessment in vocational education

The development of any assessment should be an iterative and careful process. Ideally, this process is guided by a well-defined framework (see for example Downing in: Downing and Haladyna (eds) Handbook of test development, Lawrence Erlbaum Associates, Mahwah, 2006; Mislevy et al. in On the roles of task model variables in assessment design (CSE Technical Report 500), Educational Testing Service, Princeton, 1999; AERA et al. in Standards for educational and psychological testing, AERA, Washington, DC, 2004), but such a framework is not always available when the instrument to be developed is new or innovative. Frameworks for the development of traditional computer-based tests have been published and experimented with since the late 1990s, by which time CBT had already existed for more than a decade. In an earlier empirical pilot study, we described a new type of assessment for Dutch vocational education, called multimedia-based performance assessment (MBPA) (self-revealing reference 2014). This CBT uses multiple media formats and interactive tasks to measure skills that are currently measured by performance-based assessment. In conducting that pilot study, deficits in the existing literature made it difficult to ground all developmental steps in sound scientific theory. To remedy those deficits, this article presents and validates a framework for the design and development of MBPA, combining a search of the relevant literature from several subfields of educational assessment and consultation with assessment experts. The framework unites assessment development and multimedia development theory, focus solely on vocational education, and answers the call for a framework from the scientific community. The first step in validating the prototype framework involved five semi-structured interviews with Dutch assessment and multimedia experts to produce a final version of the framework. Second, the pilot MBPA was reconstructed in accordance with this finalized framework, resulting in an improved MBPA and demonstrating that the proposed framework is a useful and applicable tool for the design and development of MBPA in vocational education.

Examining validity in computerized dynamic assessment

Abstract Computerized dynamic assessment (CDA) posits itself as a new type of assessment that includes mediation in the assessment process. Proponents of dynamic assessment (DA) in general and CDA in particular argue that the goals of DA are in congruence with the concept of validity that underscores the social consequences of test use and the integration of learning and assessment (Sternberg & Grigorenko, 2002; Poehner, 2008; Shabani, 2012;). However, empirical research on CDA falls short in supporting such an argument. Empirical studies on CDA are riddled with ill-defined constructs and insufficient supporting evidence in regard to the aspects of validity postulated by Messick (1989, 1990, 1996). Due to the scarcity of research on CDA, this paper explores the potentials and the viability of this intervention-based assessment in computer assisted language testing context in light of its conformity with Messick’s unitary view of validity. The paper begins with a discussion of the theoretical foundations and models of DA. It then proceeds to discuss the differences between DA and non-dynamic assessment (NDA) measures before critically appraising the empirical studies on CDA. The critical review of the findings in CDA literature aims at shedding light on some drawbacks in the design of CDA research and the compatibility of the concept of construct validity in CDA with Messick’s (1989) unitary concept of validity. The review of CDA concludes with some recommendations for rectifying gaps to establish CDA in a more prominent position in computerized language testing.

Five ways to hack and cheat with bring‐your‐own‐device electronic examinations

AbstractBring‐your‐own‐device electronic examinations (BYOD e‐exams) are a relatively new type of assessment where students sit an in‐person exam under invigilated conditions with their own laptop. Special software restricts student access to prohibited computer functions and files, and provides access to any resources or software the examiner approves. In this study, the decades‐old computer security principle that ‘software security depends on hardware security’ is applied to a range of BYOD e‐exam tools. Five potential hacks are examined, four of which are confirmed to work against at least one BYOD e‐exam tool. The consequences of these hacks are significant, ranging from removal of the exam paper from the venue through to receiving live assistance from an outside expert. Potential mitigation strategies are proposed; however, these are unlikely to completely protect the integrity of BYOD e‐exams. Educational institutions are urged to balance the additional affordances of BYOD e‐exams for examiners against the potential affordances for cheaters.

The In-Out dispositional affective style questionnaire (IN-OUT DASQ): an exploratory factorial analysis

The issue of individual differences has always been an important area of research in psychology and, more recently, neuroimaging. A major source of interindividual variability stems from differences in basic affective dispositions. In order to make a contribution to this field of research, we have developed a new type of assessment – the In-Out dispositional affective style questionnaire (IN-OUT DASQ) – to measure the proneness between two different ways of feeling situated: a predominantly body-bound one in the case of the inward tendency and an externally anchored one in the case of the outward tendency (Arciero and Bondolfi, 2009). The IN-OUT DASQ contains two scales of seven items each, Self-centric engagement (SCE) and Other-centric engagement (OCE), as a disposition index for inwardness and outwardness respectively. The exploratory factor analysis in sample 1 (n = 292) confirmed a two-factor solution. Confirmatory factor analysis in sample 2 (n = 300) showed the good fit of this two-factor model. Next, we examined construct validity also investigating the correlations between the IN-OUT DASQ, the Big Five Questionnaire and the Positive and Negative Affect Schedule in sample 3 (n = 153). The SCE and OCE scales had robust internal consistency and reliability, though the capacity to discriminate higher inward and outward participants was stronger in SCE. Although further validation research is required, the present study suggests the IN-OUT DASQ has the potential to be a measurement tool for detecting individual differences in social behavior and social affective neuroscience.

Modeling assessment for re-use of traditional and new types of assessment

In the new learning approach assessment is integrated in learning and instruction and addresses complex traits (the abilities, the characteristics in a specific domain) of students. To match this new approach, new types of assessment are developed, like peer assessment or competence assessment. The development of these new assessments is an expensive and intensive activity. Exchange initiatives promise to reduce those efforts by the re-use of materials. But they also raise questions: is it a complete assessment or are there specific parts of an assessment that can be re-used? And is re-use limited to particular item formats? In order to support the re-use of both new and traditional assessment types an educational model for assessment is developed. In this article we present this model. The model is validated against [Stiggins, R. J. (1992). Het ontwerpen en ontwikkelen van performance-assessment toetsen [Design and development of performance assessments]. In J. W. M. Kessels, & C. A. Smit (Eds.). Opleiders in organisaties/Capita Selecta (pp. 75–91). Deventer: Kluwer (afl. 10)] guidelines for the development of performance assessments, the four-process framework of [Almond, R. G., Steinberg, L., & Mislevy, R. J. (2001). A sample assessment using the four-process framework. CSE Report 543. Center for study of evaluation, University of California, Los Angeles. Retrieved November 15, 2005 from http://www.cse.ucla.edu/cresst/reports/tech543.pdf ; Almond, R. G., Steinberg, L., & Mislevy, R. J. (2003). A four-process architecture for assessment delivery, with connections to assessment design. CSE Report 616. Center for study of evaluation. University of California, Los Angeles], a specification for the exchange and interoperability of assessments and performance assessment as a new type of assessment. The educational model for assessment gives new input to the alignment of the teaching, learning and assessment.

The Horseless Carriage Stage: replacing conventional measures

The principle that ‘what you test is what you get’ is widely appreciated in education, so conventional examinations—bound by the limits of pen and paper—are often criticised for preventing teachers and students from fully embracing the new opportunities that modern technology provides. In this paper we argue that the need to be fair to students regardless of their schools’ technological capabilities, and the requirement to avoid sudden discontinuities so that standards may be compared, may require a transitional period when computer and paper versions of conventional external examinations run in parallel, creating little scope initially for new types of assessment. We outline some of the issues that must be considered and the difficulties that must be overcome before conventional examinations can be computerised, and describe two illustrative cases. We conclude by noting how the computerisation of conventional examinations could lead to substantial changes to the nature of external assessment.

American Students’ Perspectives on Alternative Assessment: do they know it's different?

ABSTRACT This study used the 1993 California Learning Assessment System (CLAS) Middle Grades Mathematics Performance Assessment as a platform to examine alternative assessment in actual practice in the United States. Reported here is information gathered using the CLAS regarding student attitudes and approaches toward this new type of assessment. At issue is whether students find alternative assessments to be more motivating and interesting than traditional types of tests, and whether they appreciate the difference between traditional and alternative tasks. Data were collected in 13 schools across the state of California, involving more than 800 students. Instrumentation used in data collection included student surveys as well as in‐depth student retrospective interviews. Findings suggest that students do indeed understand the differences in approaches necessitated by novel, open‐ended versus more familiar multiple‐choice tasks. In addition, student attitudes toward these two types of tasks are discussed in detail.

Necessary Condition Analysis: A new tool for program evaluation

There is an increasing call to evaluate programs early on in their life before any results have been obtained. A new type of assessment has been developed for this situation called Necessary Condition Analysis. Rather than evaluating results, this checks whether the necessary conditions are in place for the results to be achieved at the end of the program. Evaluators cannot be sure of success if these conditions are met but they can be sure that the program will not succeed if they are not present. Copyright , Beech Tree Publishing.

Investigation of corrosion prevention method for determination of steel structure condition

Abstract Corrosion influences the service life of building materials and accordingly the service life of whole structures. In order to avoid corrosion activity it is necessary to separate the structures from the aggressive environment. It is very important to consider the materials, structure functions, environment and adequate protection against corrosion. The investigation has been made to develop a comprehensive expert system corrosion prevention method (ES-CPM), to establish the condition of corrosion protection on structures during their service life. New types of assessment have been proposed to create a uniform assessment of corrosion protection on structures, and an optimum procedure has been developed for its maintenance. An expert system has also been developed to select a corrosion protection system during the erection of steel structures and throughout their service life.

Working with the family doctor: a programme for mental health.

A new type of assessment for mental health in four Scottish counties has been based on multidisciplinary teams comprising psychiatrists, psychiatric social worker, nursing administrator, and a secretary. Each team collaborated with 15 to 20 family doctors and they established four main patterns of contact: around an outpatient clinic; by informal availability; by administrative and teaching seminars; or by regular consultation sessions. This improved contact was found to help both the team and the family doctors and reduced the number of patients admitted to hospital and the length of their stay and the number of urgent referrals. It emphasizes the need for team work in mental health care and that the hospital needs to remain in touch with the outside community.