Traditional Assessment Process Research Articles

The Paradigm Shift in Education in Big Data Era: Exploring the Intersection of Historical Assessment Frameworks and AI-Powered Assessment Methods in Education

This paper delves into the dynamic intersection between traditional assessment processes and AI-powered technology assessment models within the expansive landscape of the big data era. Tracing the origins of large-scale standardized testing, from Francis Galton's pioneering intelligence testing proposals to the subsequent development of norm-referenced testing (NRT) by Alfred Binet and Theodore Simon, the historical trajectory underscores the evolution towards authentic assessment paradigms such as computerized adaptive testing (CAT) and performance-based assessment (PBA). These shifts reflect a broader aim of equipping educators with tools to measure student learning effectively and foster continuous learning beyond the confines of the classroom. However, despite the proliferation of methods integrating big data and AI technologies in educational settings, a discernible gap persists between technological capabilities and their practical implementation in education, notably in the realm of student assessment and evaluation. This gap highlights challenges in enhancing assessment accuracy and reliability, evaluating non-cognitive skills, and delivering personalized feedback. The introduction of AI-powered technologies like ChatGPT raises ethical considerations regarding fairness, privacy, and bias, necessitating responsible and equitable deployment.This paper addresses fundamental research questions concerning the historical influences on assessment frameworks, the role of AI-powered technology in driving paradigm shifts, and the ethical considerations surrounding its application. Through a comprehensive literature review, it explores the potential of AI technology to enhance assessment accuracy and reliability while advocating for its responsible use. Despite the challenges posed by traditional assessment processes and AI-powered technology assessment models, educators continually strive to improve student learning and readiness for lifelong learning.By celebrating the invaluable contributions of educators, we can shift the narrative surrounding assessment practices towards a more positive and supportive environment, fostering ethical and innovative uses of AI-powered technology. This celebration serves as inspiration for future research and development in assessment, emphasizing the importance of building upon educators’ innovative practices to shape the future of assessment in the big data era.

Sustainable building design: Analysing the feasibility of BIM platforms to support practical building sustainability assessment

Due to the time-consuming and complicated process of performing Building Sustainability Assessment (BSA), this is usually incompatible with construction companies’ deadlines. With the emergence of Building Information Modelling (BIM) in the construction industry, the opportunity for BSA methods to adopt and benefit from BIM arises. Following a previous study, this paper aims to put in practice a proposed theoretical approach to facilitate the implementation of the BSA since the preliminary design stages using, as an example, the Portuguese SBToolPT-H method. Therefore, this paper analyses how BIM platforms can contribute to optimising the BSA evaluation. To achieve this goal, a case study was modelled and characterised in Autodesk Revit and, tailored parameters were created to support the assessment. The results show that Autodesk Revit can support the evaluation of 13 SBToolPT-H sustainability criteria, in a faster and automated way when faced with the traditional assessment process. The capabilities of BIM platforms and its wider use by designers can significantly contribute to the integration of BSA methods in the BIM collaborative process, thus contributing to a more sustainable built environment.

Case Conceptualization as an Alternative to Educationally Related Mental Health Assessments

School psychologists play an essential role in the provision of school-based mental health services yet continue to spend the majority of their time conducting psychoeducational assessments. In California, changes in law regarding the provision of mental health services have increased the tension around the role of school psychologists and led to models for determining the need for mental health services that are inefficient and present a potential barrier to students receiving services in a timely manner. The paper proposes case conceptualization as a more useful and efficient approach, than traditional assessment processes for determining students’ mental needs and writing goals.

Change to costs and lengths of stay in the emergency department and the Brisbane protocol: an observational study

ObjectiveTo compare health service cost and length of stay between a traditional and an accelerated diagnostic approach to assess acute coronary syndromes (ACS) among patients who presented to the emergency...

Enhancing your practice with the use of CBT

Enhancing your practice with the use of CBT

Automatic Assessment of 3D Modeling Exams

Computer-based assessment of exams provides teachers and students with two main benefits: fairness and effectiveness in the evaluation process. This paper proposes a fully automatic evaluation tool for the Graphic and Virtual Design (GVD) curriculum at the First School of Architecture of the Politecnico di Torino, Italy. In particular, the tool is designed for the 3D modeling course, taught during the second year, where students have to prove their ability to model static scenes using the open source modeler Blender. During the final exam, students are required to create a 3D model as similar as possible to a reference object proposed by the teacher and shown through a set of 2D views; the similarity of the images is judged according to both model shape and materials. The traditional assessment process is particularly slow and strongly based on teachers subjective evaluation; the proposed solution efficiently implements an objective assessment mechanism that exploits computer vision and image analysis algorithms to automatically extract similarity indices. These indices are related to partial evaluation grades, which are then combined to obtain the final mark. A comparison with the traditional assessment process shows robustness and trustworthiness of the designed approach.

A Dynamic Web Educational Assessment System

Educational assessment is a mutual dynamic process for both teachers and students. Many assessments in universities usually are one-way and one-time pieces of work. At the end of the semester or teaching period, the student fills in a form, and gives his evaluation to the teacher based on some simple general choice. In such a way, the teachers lose their chances to improve their work during the teaching process. On the other hand, students also don’t have much chance to exchange their concern with teachers. This situation is getting worse in the remote teaching system. To solve the above problems, and to enhance the mutual understanding between teachers and students, a web based evaluation system was built for mutual and dynamic assessment. This system is a Java 2 based system running in Beijing Normal University at Zhuhai Campus now. A multi-layer fuzzy evaluation model is used to handle the assessment criteria group in different layers and from different evaluation groups. The users of the system are categorized into three groups: the teachers, the students and the manager. This system is a sub-system of the management system we developed for Beijing Normal University at Zhuhai Campus. After being used for one semester, most of the users showed their satisfaction to the system. In this paper, the structure of the assessment system is discussed. The fuzzy evaluation model is shown with an application example. The components used in the system are displayed. We hope this will give a helpful idea to change the traditional assessment process, and to contribute to the quality control of elearning.