99,766 research outputs found

    'It’s hard to define good writing, but i recognise it when i see it’: can consensus-based assessment evaluate the teaching of writing?

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    In a Higher Education environment where evidence-based practice and accountability are highly valued, most writing practitioners will be familiar with direct requests or less tangible pressures to demonstrate that their teaching has a positive impact on students’ writing skills. Although such evaluations are not devoid of risk and the need for them is contested, it can be argued that it is better to engage with them, as this can avoid the danger of overly simplistic forms of measurements being imposed. The current paper engages with this question by proposing the conceptual basis for a new measurement tool. Based on Amabile’s Consensual Assessment Technique (CAT), developed to assess creativity, the tool develops the idea of consensual assessment of writing as a methodology that can provide robust data through systematic measurement. At the same time, I argue consensual assessment reflects the evaluation of writing in real life situations more closely than many of the methodologies for writing assessment used in other contexts, primarily large scale tests. As such, it would allow writing practitioners to go beyond ethnographic methods, or self- reporting, in order to obtain greater insight into the ways in which their teaching helps change students’ actual writing, without sacrificing the complexity of writing as social interaction, which is fundamental to an academic literacies approach

    Rankings games

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    Research rankings based on publications and citations today dominate governance of academia. Yet they have unintended side effects on individual scholars and academic institutions and can be counterproductive. They induce a substitution of the “taste for science” by a “taste for publication”. We suggest as alternatives careful selection and socialization of scholars, supplemented by periodic self-evaluations and awards. Neither should rankings be a basis for the distributions of funds within universities. Rather, qualified individual scholars should be supported by basic funds to be able to engage in new and unconventional research topics and methods.Academic governance, rankings, motivation, selection, socialization

    A Standardised Procedure for Evaluating Creative Systems: Computational Creativity Evaluation Based on What it is to be Creative

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    Computational creativity is a flourishing research area, with a variety of creative systems being produced and developed. Creativity evaluation has not kept pace with system development with an evident lack of systematic evaluation of the creativity of these systems in the literature. This is partially due to difficulties in defining what it means for a computer to be creative; indeed, there is no consensus on this for human creativity, let alone its computational equivalent. This paper proposes a Standardised Procedure for Evaluating Creative Systems (SPECS). SPECS is a three-step process: stating what it means for a particular computational system to be creative, deriving and performing tests based on these statements. To assist this process, the paper offers a collection of key components of creativity, identified empirically from discussions of human and computational creativity. Using this approach, the SPECS methodology is demonstrated through a comparative case study evaluating computational creativity systems that improvise music

    Elements of Creativity: A Study of the Dimensions that Make for an Effective Advertisement

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    The advertising world is made up of many facets, such as creativity, networking, and thought leadership. At the center of these processes lies advertising creativity, a term used to describe an ad or element of an ad that is particularly novel and noteworthy. The contents of this thesis address the challenges academics and professionals have with establishing criteria to measure creativity, while considering the value of evaluating creative ability through a variety of processes. To do this, three case studies of award-winning advertisements were conducted in order to develop a profile of an effective ad. Results indicate that successfully creative ads contain elements of cognitive dissonance, relevancy, and clear communication. These techniques can maximize an advertisement’s creative potential in the marketplace. By implementing these characteristics, advertisers have the potential to gauge the effectiveness of an ad prior to publication and optimize the results of their campaign

    Unified Description for Network Information Hiding Methods

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    Until now hiding methods in network steganography have been described in arbitrary ways, making them difficult to compare. For instance, some publications describe classical channel characteristics, such as robustness and bandwidth, while others describe the embedding of hidden information. We introduce the first unified description of hiding methods in network steganography. Our description method is based on a comprehensive analysis of the existing publications in the domain. When our description method is applied by the research community, future publications will be easier to categorize, compare and extend. Our method can also serve as a basis to evaluate the novelty of hiding methods proposed in the future.Comment: 24 pages, 7 figures, 1 table; currently under revie

    How journal rankings can suppress interdisciplinary research. A comparison between Innovation Studies and Business & Management

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    This study provides quantitative evidence on how the use of journal rankings can disadvantage interdisciplinary research in research evaluations. Using publication and citation data, it compares the degree of interdisciplinarity and the research performance of a number of Innovation Studies units with that of leading Business & Management schools in the UK. On the basis of various mappings and metrics, this study shows that: (i) Innovation Studies units are consistently more interdisciplinary in their research than Business & Management schools; (ii) the top journals in the Association of Business Schools' rankings span a less diverse set of disciplines than lower-ranked journals; (iii) this results in a more favourable assessment of the performance of Business & Management schools, which are more disciplinary-focused. This citation-based analysis challenges the journal ranking-based assessment. In short, the investigation illustrates how ostensibly 'excellence-based' journal rankings exhibit a systematic bias in favour of mono-disciplinary research. The paper concludes with a discussion of implications of these phenomena, in particular how the bias is likely to affect negatively the evaluation and associated financial resourcing of interdisciplinary research organisations, and may result in researchers becoming more compliant with disciplinary authority over time.Comment: 41 pages, 10 figure
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