Jisc Programme Developments
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John Winkley of AlphaPlus discusses some forthcoming JISC funding opportunties in the area of assessment
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Programming is a very complex and challenging subject to teach and learn. A strategy guaranteed to deliver proven results has been intensive and continual training. However, this strategy holds an extra workload for the teachers with huge numbers of programming assignments to evaluate in a fair and timely manner. Furthermore, under the current coronavirus (COVID-19) distance teaching circumstances, regular assessment is a fundamental feedback mechanism. It ensures that students engage in learning as well as determines the extent to which they reached the expected learning goals, in this new learning reality. In sum, automating the assessment process will be particularly appreciated by the instructors and highly beneficial to the students. The purpose of this paper is to investigate the feasibility of automatic assessment in the context of computer programming courses. Thus, a prototype based on merging static and dynamic analysis was developed. Empirical evaluation of the proposed grading tool within an introductory C-language course has been presented and compared to manually assigned marks. The outcomes of the comparative analysis have shown the reliability of the proposed automatic assessment prototype.
One Standard to rule them all?: Descriptive Choices for Open Education
One Standard to rule them all?: Descriptive Choices for Open Education, OCWC2010 Hanoi, May 5-7 2010
R. John Robertson1, Lorna Campbell1, Phil Barker2, Li Yuan3, and Sheila MacNeill1 1Centre for Academic Practice and Learning Enhancement, University of Strathclyde, 2Institute for Computer Based Learning, Heriot-Watt University 3Institute for Cybernetic Education, University of Bolton
An Najah University IT Market Skill Needs Survey
The document summarizes a project to reform the IT curriculum at An-Najah University in collaboration with the private sector. It conducted a market needs assessment survey of IT skills, identified gaps between university courses and market needs, and provided recommendations. The project team analyzed feedback from stakeholders, benchmarked courses against other universities, and recommended redesigning several core courses to focus on contemporary technologies, soft skills, and hands-on learning through projects and internships with local companies.
H2020. Criterios de evaluación y consejos prácticos para la elaboración de pr...
19 11 15 Oportunidades de financiación de la I+D+i. De la EIP a los grupos operativos H2020. Criterios de evaluación y consejos prácticos para la elaboración de propuestas H2020. Andrés Montero Aparicio. INIA.
Improving Effort Estimation in Agile Software Development Projects
A key principle in agile software development is to manage changing user needs at different phases of the software project development cycle. It splits the development into smaller iterations (sprints) to keep both developers and customers focused on one of them at the time. By planning and working on small consecutive iterations agile teams reduce uncertainty of changing user needs. However this approach has its drawbacks too. It becomes hard for agile team to plan and estimate the whole project in advance accurately as not much information is available. Therefore agile project planning turns into guesstimation of the effort required. It is based on available information about the system requirements and resources available. This paper proposes a method to improve the agile effort guesstimation by applying functional analysis to size user stories. A number of user stories from a media company are obtained to conduct the case study. The COSMIC method is used to size the user stories in functional points. Next those measurements are later applied to calculate the final project effort. The case study concludes that COSMIC user requirements sizing method can improve effort estimation and benefit agile teams in planning projects.
Keywords: agile, effort estimation, user story, function points, COSMIC.
UKSG Jisc learninganalytics-3june2016
Jisc is developing a national learning analytics service in the UK to help higher education institutions improve student retention, attainment, and experiences. The service will include a learning analytics toolkit, community, and centralized data and analytics service. The goals are to provide institutions with standardized tools and analytics to help identify at-risk students and improve teaching and support based on aggregated student data. A phased rollout is planned over two years to develop dashboards, alerts, and apps to visualize analytics and enable interventions.
Pots pan project plan v1
Mgt pt20, 0.1FTE £1,500 £3,000 £4,500
Equipment £1,000 £0 £1,000
Total Directly Incurred Non-Staff (B) £3,100 £4,900 £8,000
Directly Incurred Total (A+B) £6,100 £13,900 £20,000
Indirect Costs @ 60% of Direct Staff £1,800 £5,400 £7,200
Total Project Costs £7,900 £19,300 £27,200
JISC Funding
Hobbit project overview presented at EBDVF 2017
HOBBIT project overview presented at European Big Data Value Forum, 21-23 Nov 2017, held in Versailles, France (Palais des Congres).
This work was supported by grants from the EU H2020 Framework Programme provided for the project HOBBIT (GA no. 688227).
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JISC assessment news, updates and development priorities
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Approaches to supporting Open Educational Resource projects
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WEB 2.0 FOR FORESIGHT: EXPERIENCES ON AN INNOVATION PLATFORM IN EUROPEAN AGEN...
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Isa programme 2014 - guidelines for public administrations on e-document en...
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Validity of a graph-based automatic assessment system for programming assign...
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One Standard to rule them all?: Descriptive Choices for Open Education
One Standard to rule them all?: Descriptive Choices for Open Education
H2020. Criterios de evaluación y consejos prácticos para la elaboración de pr...
H2020. Criterios de evaluación y consejos prácticos para la elaboración de pr...
Improving Effort Estimation in Agile Software Development Projects
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Yourprezi020211
The Making Assessment Count project at the University of Westminster, presented by Dr Mark Kerrigan-Holt.
Strathclyde chiang
The document evaluates three audio feedback methods - audio only, audio-visual asynchronous, and audio-visual synchronous. A study was conducted with 33 psychology honors students and 5 academic staff members. Questionnaires, interviews, and focus groups were used to evaluate the implementation, effectiveness, and preferences for each method from both the student and tutor perspectives. Results showed that audio-visual asynchronous feedback was most effective at improving student marks, while preferences varied between high-performing and low-performing students. The best method also depended on the type of assessment being provided feedback on. Overall, audio feedback was found to provide richer feedback than written comments.
Assessment 2 feb sarah davies
JISC has supported technology-enhanced assessment for over a decade through their e-Learning Programme, focusing on areas like online testing, formative assessment, quality processes, and curriculum redesign. Their current work examines how to better develop learner skills in self-assessment and use of digital tools for educational purposes. While e-assessment systems and assignment submission tools are commonly used, more advanced techniques have seen limited adoption. JISC's publications and projects aim to illustrate effective practice and build capacity in assessment and feedback through strategic use of technologies.
Closing the feedback loop
This document discusses innovations in assessment and feedback in higher education. It provides examples of using audio and video feedback, student response systems, and adaptive learning systems. It also discusses integrating assessment systems and mobile applications. The document advocates for feedback-embedded curriculum design and program-based assessment approaches. It summarizes research findings regarding the impact of assessment environments and the relationship between assessment and student identity.
Glasgow feedback v1
This document discusses innovations in assessment and feedback in higher education. It provides examples of using audio and video feedback, student response systems, and adaptive learning systems. It also discusses integrating assessment systems and mobile applications. The document advocates for feedback-embedded curriculum design and program-based assessment approaches. It summarizes research findings that formative assessment and oral feedback lead to students better understanding assessment standards.
Learning from US research on assessment and feedback
The document summarizes research on the benefits of assessment and feedback for learning. It finds that retrieval practice through regular quizzing and testing improves long-term retention of information more than just studying. Providing feedback, especially on incorrect answers, further enhances learning by allowing students to correct their misunderstandings. The author advocates incorporating retrieval practice and feedback into the learning process to promote deeper and longer-lasting learning.
10glasgowtemp phil denton
Assignment Handler and Gradetime: Optimising a VLE and the MS Word reviewer tool for electronic marking and feedback
Introduction
Introduction to the joint JISC CETIS and Making Assessment Count project event on 2 February 2011. Background information and further reading on the topic of assessment feedback.
QTI 2.1 and Common Cartridge
The document discusses QTI (IMS Question and Test Interoperability) standards for assessments and questions. It describes the limitations of QTI 1.2.1 used in the Common Cartridge specification, including redundant XML. QTI 2.1 is presented as a better standard that could be used for Common Cartridge as it simplifies response processing and feedback display to make it suitable for non-adaptive simple assessments and item banks. Minor changes to the response processing templates are suggested to fully align it with Common Cartridge requirements.
Blooming CQF
The document discusses the Blooming CQF-QMT project which aimed to develop a metadata standard and prototype web service that could calculate a SCQF level for questions based on their Bloom's Taxonomy classification. The project sought to address the need for SCQF levelling of questions in randomized e-assessment banks. A prototype was created that utilized Bloom's taxonomy domains to try and reference SCQF levels for assessment questions, but natural language analysis of question stems proved an inaccurate method for consistent SCQF levelling. The document outlines reasons for difficulties and positives identified, and emphasizes the value of good assessment design and alignment with other curriculum materials for accurate SCQF levelling.
Korean Qti
The document discusses Korea's adoption and development of QTI (IMS Question and Test Interoperability) standards and tools. It outlines Korea's work to develop QTI standards from 2007-2009, create a conformance testing tool, and provide sample assessment items. It then discusses current efforts to develop a QTI filter for a Hangul word processor to allow import and export of QTI format assessment items. Finally, it lists some demo applications of QTI tools in Korea.
Qti Math Profile
The document discusses strategies for a QTI Math profile that expands QTI 2.1 with additional math capabilities. It proposes a basic, medium, and large profile approach compliant with IMS QTI 2.1 specifications and extensions from JISC and UPMC for mathematical elements. The different profiles are meant to provide options for authoring tools, delivery engines, and item banking systems to support varying levels of math functionality.
Qti Profiling
This document discusses different approaches to implementing QTI 2.1 for assessment systems and the role that QTI plays in ensuring interoperability between different components. It outlines five different use cases for assessment system infrastructures and argues that for greatest interoperability, responsibility for components should be given to the party with the greatest interest. It also discusses challenges around coordinating technical profiles between systems and over time when using QTI as an exchange format versus as an intermediary format.
Review of eAssessment Quality
This document summarizes key findings from interviews conducted as part of a project examining quality in summative e-assessment. The interviews found that while delivery issues were discussed, there was little mention of important psychometric measures or standards to ensure quality. Recommendations included developing tools and exemplars of best practices, as well as providing more guidance focused on quality metrics, standards, and maturity to help improve e-assessment practices.
About the eAssessment Association
The e-Assessment Association (eAA) aims to promote effective e-assessment, encourage its good use, and influence educational thinking and policy. The eAA seeks to provide professional support to members by creating an e-community, circulating a monthly digest, publishing a quarterly newsletter, organizing an annual conference, collaborating on an e-journal, and establishing a set of independent experts.
Math Assess Demo 20090130
MathAssess is a project that aims to add mathematical capabilities to QTI items and tests, including displaying and manipulating math expressions, comparing student responses algebraically rather than by string matching, and using a Computer Algebra System for computations. Key tools being developed include MathQurate for authoring math-enabled items, extensions to existing libraries like JQTI and JAssess to support math features, and adaptations of applications like Minibix and Test Constructor+ to handle math content.
Questionmark Web Services
Questionmark provides a stable web service API called QMWISe that allows integration with their assessment software. QMWISe has over 100 methods for functions like retrieving assessment URLs, managing users and results. Questionmark uses QMWISe internally and recommends it as the main integration point. They also introduced a new web service method for importing questions from an external system into Questionmark's question repository.
Wilbert QTI Profile
The document discusses determining a pragmatic QTI profile. It explores:
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- Whether QTI should be used as an exchange format or intermediary format
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- Methods of testing profiles such as formal testing or reference implementations
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Qti Update Jan 2009
Steve Lay of Questionmark and Pierre Gorissen of SURF discuss the current position of the IMS QTI specification and its possible future.
Cetis Talk 27 Jan2009
The document discusses converting items from virtual learning environments (VLEs) like Moodle to QTI 2.* format and related topics. It details the process of mapping a Moodle multiple choice item to QTI and discusses implementing other Moodle item types. The author proposes a more generic approach and tool to convert VLE assessment formats to QTI item banks. Issues around the adoption of QTI 2.* and potential ways to simplify it are also considered.
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In a tight labour market, job-seekers gain bargaining power and leverage it into greater job quality—at least, that’s the conventional wisdom.
Michael, LMIC Economist, presented findings that reveal a weakened relationship between labour market tightness and job quality indicators following the pandemic. Labour market tightness coincided with growth in real wages for only a portion of workers: those in low-wage jobs requiring little education. Several factors—including labour market composition, worker and employer behaviour, and labour market practices—have contributed to the absence of worker benefits. These will be investigated further in future work.5 Tips for Creating Standard Financial Reports
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Who Is Abhay Bhutada, MD of Poonawalla Fincorp
Abhay Bhutada, the Managing Director of Poonawalla Fincorp Limited, is an accomplished leader with over 15 years of experience in commercial and retail lending. A Qualified Chartered Accountant, he has been pivotal in leveraging technology to enhance financial services. Starting his career at Bank of India, he later founded TAB Capital Limited and co-founded Poonawalla Finance Private Limited, emphasizing digital lending. Under his leadership, Poonawalla Fincorp achieved a 'AAA' credit rating, integrating acquisitions and emphasizing corporate governance. Actively involved in industry forums and CSR initiatives, Abhay has been recognized with awards like "Young Entrepreneur of India 2017" and "40 under 40 Most Influential Leader for 2020-21." Personally, he values mindfulness, enjoys gardening, yoga, and sees every day as an opportunity for growth and improvement.
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Jisc Programme Developments
- 1. E-Assessment SIG 22 May 2008 Glasgow 03/06/09 | Supporting education and research | Slide Joint Information Systems Committee Supporting education and research JISC Programme Developments John Winkley
- 11. JISC Programme Developments QUESTIONS Myles Danson JISC Programme Manager [email_address] 07796 336319