Implementation of computer assisted assessment: lessons from the literature

This paper draws attention to literature surrounding the subject of computer-assisted assessment (CAA). A brief overview of traditional methods of assessment is presented, highlighting areas of concern in existing techniques. CAA is then defined, and instances of its introduction in various educational spheres are identified, with the main focus of the paper concerning the implementation of CAA. Through referenced articles, evidence is offered to inform practitioners, and direct further research into CAA from a technological and pedagogical perspective. This includes issues relating to interoperability of questions, security, test construction and testing higher cognitive skills. The paper concludes by suggesting that an institutional strategy for CAA coupled with staff development in test construction for a CAA environment can increase the chances of successful implementation

Moving Forward as a Family: Crafting a 2-Generation Strategy for Central Texas, PRP 192

United Way for Greater Austin commissioned this policy research project to guide their focus on helping low socioeconomic families achieve greater financial stability through the development of a Two-Generation (2-Gen) strategy for the Central Texas region. Two-Gen programs emphasize the importance of education as a means for better economic outcomes. High-quality early childhood education programs allow children to make critical neural connections during a period of substantial growth and development, ultimately better preparing them for pre-kindergarten programs and academic success in subsequent years. Adults working low-paying jobs encounter barriers to career advancement due to lacking credentials or relevant education. It is not uncommon for parents working long hours for low wages to have at least one child in need of high-quality early childhood education, yet they are unable to enroll their child in such programs due to issues such as cost, transportation, and time away from work. Two-Gen programs seek to resolve the issues complicating this problem of financial instability by providing high-quality educational and training programs for both parents and children, which are even more effective when intentionally coordinated so that the family develops as a single unit in a positive direction. The research consisted of a literature review; a program scan at the local, state, and federal levels; and site visits within Austin, Dallas, and San Antonio, as well as Boston and Miami. Data collected specific to the Central Texas region include a labor market analysis, a needs assessment, and a mapping of current organizational assets. Obtaining and analyzing this data allowed the team to better understand 2-Gen program development, outcomes, impact measurements, and areas for improvement. The research team developed practical applications for the information collected, ultimately contributing to the proposed anti-poverty strategy through the intentional coordination of 2-Gen services by leveraging existing organizational assets to best address the area’s most salient needs. In addition, the team proposed an evaluation strategy involving cost-benefit equations, program evaluation metrics, and a screening tool to predict the likelihood of a program achieving successful outcomes. The report concludes with policy recommendations at the local, state, and federal levels, as well as a summary of the populations affected by financial instability and future directions for this field.United Way for Greater AustinPublic Affair

An Instructional Unit Utilizing Computer-Assisted Instruction for Teaching the Application of Sociocultural Information to Individualization of Diets

An instructional unit utilizing computer-assisted instruction was developed, implemented, and evaluated for teaching the application of information concerning sociocultural food behaviors to the individualization of diet modifications. The instructional unit was administered to professional level dietetic students in the Coordinated Undergraduate Program in Dietetics at the University of Tennessee, Knoxville. The instructional unit included a pretest for prerequisite knowledge, three simulated dietary counseling sessions, and a dietary counseling session with an actual patient. The simulated dietary counseling sessions were presented via computer-assisted instruction (CAI) and the effectiveness of the instructional unit was assessed by content analysis procedures. Hypothetical medical charts and simulated dietary counseling sessions for three patients with adult-onset, noninsulin dependent diabetes were developed to give students experience in individualizing patient care. Each simulated patient had different sociocultural characteristics. Students completed nutritional care plans and CAI dietary counseling sessions for the simulated patients prior to completing a nutritional care plan and dietary counseling session for an actual patient at a local out-patient clinic. Content analysis procedures were developed for quantifying the content of nutritional care plans and dietary counseling sessions. Seven subject matter categories relevant to sociocultural and physical factors to be considered when planning the nutritional care of individuals were identified. The categories were designated as cultural, economic, psychological, religious, social, miscellaneous, and physical. The average score of six coders was used in determining the content of the nutritional care plans and counseling sessions. Prior to the instructional unit, one-third of the students considered only physical needs of the patient in planning dietary care for that patient. All students identified and utilized both physical and sociocultural factors related to the dietary care of the simulated patients. Following the CAI, all but one student considered both sociocultural and physical factors in planning the dietary care of the actual patient. The greatest transfer from the CAI to the actual situations was in the content under the cultural and economic categories. Data did not indicate any carry over of content in the category concerning religious needs of the patient. The results of the content analysis indicated that the students utilized more sociocultural considerations in developing plans for the dietary care of patients following the computer counseling sessions than were used prior to the computer counseling sessions. The instructional unit was determined to be effective in teaching students to individualize patient dietary care

Prior learning in accounting and its impact on student performance in first courses in accounting: Addressing the gaps in the literature

The changed and more diversified profile of university students enrolling in accounting first courses (and beyond) has accentuated the need for accounting academics to be fully aware of those factors having a significant influence on student performance. Over the past 30 years a well-established research literature has emerged that has sought to identify and measure the significance of factors believed to have an impact on student performance. Unfortunately, the identification of those factors having a significant impact on student performance in university accounting courses is still far from settled. This study posits that the contrary results reported in prior research may be attributable to differences in how key independent variables have been defined and measured. In this study, we use a tighter specification of independent and dependent variables and find that academic preparedness (as measured by tertiary entrance rank scores) and prior learning in accounting are both highly significant factors in explaining student performance in a Western Australian university’s first course in accounting. Moreover, after controlling for the impact of academic preparedness, for students possessing prior learning in accounting, they achieve a significant lift in performance in the first course in accounting than conferred by their tertiary entrance score. The policy implication of this result is that Australian universities, perhaps unintentionally, privilege the learning and academic performance in first courses in accounting of those students who already possess prior learning in accounting

Mapping the Information Systems Curricula in UK Universities

Information Systems (IS) undergraduate student numbers in the UK have reduced by half in the last five years. An increasing number of researchers have been pondering the possible relationship between the modernity of IS curricula and its attractiveness to potential students. To support the debate about IS curricula in the UK and elsewhere, this study provides a comprehensive review of the provision of IS courses across the UK which has not been carried out before on such a large scale. The review focuses on classifying IS courses using two separate classification methods, one of which draws on the UK Quality Assurance Agency’s (QAA) Subject Benchmark Statement for Computing (SBSC), and a second that is based on the well established IS 2002 model curriculum. Results are compiled by attributing subjects to categories that have been extended to ensure the accurate reflection of the content of courses, taking into account the variations that exist in terms of module sizes, naming conventions and core/option module relationships. Overall, programming, project management and database design are shown to be the most popular IS subjects offered in the UK. The analysis of the results incorporates limitations that affect the interpretation of the data by highlighting the inherent complexities that exist in trying to measure wide-ranging curricula that borrow subjects from different fields. The findings presented should support IS academics, researchers and course designers in their quest to improve curricula and the IS discipline whose future prospects are tied to the recruitment of adequate numbers of students

A fresh look at introductory data science

The proliferation of vast quantities of available datasets that are large and complex in nature has challenged universities to keep up with the demand for graduates trained in both the statistical and the computational set of skills required to effectively plan, acquire, manage, analyze, and communicate the findings of such data. To keep up with this demand, attracting students early on to data science as well as providing them a solid foray into the field becomes increasingly important. We present a case study of an introductory undergraduate course in data science that is designed to address these needs. Offered at Duke University, this course has no pre-requisites and serves a wide audience of aspiring statistics and data science majors as well as humanities, social sciences, and natural sciences students. We discuss the unique set of challenges posed by offering such a course and in light of these challenges, we present a detailed discussion into the pedagogical design elements, content, structure, computational infrastructure, and the assessment methodology of the course. We also offer a repository containing all teaching materials that are open-source, along with supplemental materials and the R code for reproducing the figures found in the paper