First-order formative rules

This paper discusses the method of formative rules for first-order term rewriting, which was previously defined for a higher-order setting. Dual to the well-known usable rules, formative rules allow dropping some of the term constraints that need to be solved during a termination proof. Compared to the higher-order definition, the first-order setting allows for significant improvements of the technique

Dynamic Dependency Pairs for Algebraic Functional Systems

We extend the higher-order termination method of dynamic dependency pairs to Algebraic Functional Systems (AFSs). In this setting, simply typed lambda-terms with algebraic reduction and separate {\beta}-steps are considered. For left-linear AFSs, the method is shown to be complete. For so-called local AFSs we define a variation of usable rules and an extension of argument filterings. All these techniques have been implemented in the higher-order termination tool WANDA

Afghan EFL Lecturers’ Assessment Practices in the Classroom

The current study is conducted with the aim to explore the practices and perceptions of Afghan EFL lecturers toward assessment. A second aim of the study is to explore the challenges the lecturers encounter in the implementation of formative assessments in their classes. To serve these basic objectives, a qualitative case study method design was employed with three English language lectures as the participants. Semi-structured interviews were used as the main instrument to collect data. The findings of the study indicated that all three lecturers maintained positive perceptions toward formative assessment and favored it over summative assessment. However, the study also discovered that the lecturers practice summative assessments more than formative assessments in their classrooms. This, as indicated by the lecturers, was due to the fact that their choices of employing certain assessment practices were dictated in terms of certain challenges such as university rules and policies, large classes, and time constraints. Lastly, some suggestions are made that may prove useful to effectively apply formative assessment in Afghan EFL context

A systematic review of pliance, tracking, and augmenting

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Formative peer assessment in a CSCL environment

In this case study our aim was to gain more insight in the possibilities of qualitative formative peer assessment in a computer supported collaborative learning (CSCL) environment. An approach was chosen in which peer assessment was operationalised in assessment assignments and assessment tools that were embedded in the course material. The course concerned a higher education case-based virtual seminar, in which students were asked to conduct research and write a report in small multidisciplinary teams. The assessment assignments contained the discussion of assessment criteria, the assessment of a group report of a fellow group, and writing an assessment report. A list of feedback rules was one of the assessment tools. A qualitative oriented study was conducted, focussing on the attitude of students towards peer assessment and practical use of peer assessment assignments and tools. Results showed that students’ attitude towards peer assessment was positive and that assessment assignments had added value. However, not all students fulfilled all assessment assignments. Recommendations for implementation of peer assessment in CSCL environments as well as suggestions for future research are discussed

Multidimensionality of Entrepreneurial Firm-level Processes: Do the Dimensions Covary?

Covariance (or not) among the first-order dimensions of firm-level entrepreneurial processes underpins a fundamental and non-trivial difference between the entrepreneurial orientation and entrepreneurial posture constructs. Utilizing a typology developed for multi-dimensional constructs, we operationalized each construct according to its specific conceptualization (relationships among the dimensions) and compared and contrasted each construct in an identical nomological network. Although we found support for both theories, the entrepreneurial orientation construct was more robust in explaining additional variance in growth. Additionally, our findings suggest that the means through which the first-order dimensions are operationalized—latent vs. summates— significantly affect the analysis

Putting Pedagogy in the driving seat with Open Comment: an open source formative assessment feedback and guidance tool for History Students

One of the more challenging aspects in the current e-assessment milieu is to provide a set of electronic interactive tasks that will allow students more free text entry and provide immediate feedback to them. The specific objective of the project was to construct some simple tools in the form of Moodle extensions that allow a Moodle author to ask free-text response questions that can provide a degree of interactive formative feedback to students. In parallel with this was the aim to begin to develop a methodology for constructing such questions and their feedback effectively, together with techniques for constructing decision rules for giving feedback. Open Comment is a formative feedback technology designed to be integrated in the Moodle virtual learning environment. Put simply, it provides a simple system allowing questions to be written in Moodle, and for students' free text responses to these questions to be analysed and used to provide individually customised formative feedback