Design and Implementation of Performance Metrics for Evaluation of Assessments Data

The objective of this paper is to design performance metrics and respective formulas to quantitatively evaluate the achievement of set objectives and expected outcomes both at the course and program levels. Evaluation is defined as one or more processes for interpreting the data acquired through the assessment processes in order to determine how well the set objectives and outcomes are being attained. Even though assessment processes for accreditation are well documented but existence of an evaluation process is assumed. This paper focuses on evaluation process to provide insights and techniques for data interpretation. It gives a complete evaluation process from the data collection through various assessment methods, performance metrics, to the presentations in the form of tables and graphs. Authors hope that the articulated description of evaluation formulas will help convergence to high quality standard in evaluation process

An analysis of staff perceptions of their preparedness for the implementation of active learning in Malaysian engineering education:exploratory approach

Learning and teaching approaches in this 21st century have developed significantly, in particular within higher education. The traditional approach of teacher-centred learning is no longer relevant in preparing future employment of engineering graduates to meet the demand of I.R 4.0 and its society. The vision of ‘I.R 4.0’ is merely aligned with the use of the Active Learning (AL) approach that require the graduates encounter rapid change of technology and world globalization, which provides graduates with necessary skills. Thus, the teacher’s role as ‘knowledge provider’ has changed significantly in the AL environment, as compared to the traditional approach.In addition, AL implementation also gives a considerable challenge to staff beliefs and perceptions about the new teaching and learning process. As staff are a key component in the success of AL implementation, this study focuses on exploring staff perception of the AL approach particularly within Malaysian Higher Education as a way of assessing staff preparedness. It touches in particular the staff or educators who deal directly with students. Furthermore, the study also intends to examine the staff development requirements in introducing AL within engineering education. Other factors, such as the management and institutional roles that influence staff preparedness for AL implementation are also observed. This study employs a mixed-methods exploratory approach with qualitative data collection during the initial stage and is followed by a quantitative survey. For qualitative work, two case studies were conducted in which the institutes involved adopted the chosen AL that suited their engineering course curriculum. Using semi-structured interviews, focus groups and document analysis, data in the qualitative approach was gathered in order to explore the staff perceptions, experience as well as the management’s and the students’ in adopting an AL approach in their learning and teaching methods. The qualitative findings was then used to build the quantitative survey in order to collect data from a larger sample. Data is integrated to present a holistic understanding of staff perceptions with regards to their experience and practices in AL adoption within engineering education in Malaysia. As this study is the first to be done in order to investigate the staff preparedness with regards to AL implementation, results from this study reveals that failure in managing the change from traditional ethos toward an AL setting has led to the unpreparedness of AL adoption. This is due to the fact that a majority of the staff are unable to understand their role upon AL implementation which led to a variety of implementations due to different understanding and interpretation. Thus, the study manages to identify the key problem that hinders proper implementation with regard to the staff preparation which required holistic involvement in order to achieve the target. Hence, a ‘Framework of Managing Change for Active Learning Adoption’ is then produced in order to guide the transition involved as well as highlighting the role of relevant stakeholders towards AL implementation. Subsequently, findings of this study may be useful for informing practice, notably in the engineering education community

Two-Language, Two-Paradigm Introductory Computing Curriculum Model and its Implementation

This paper analyzes difficulties with the introduction of object-oriented concepts in introductory computing education and then proposes a two-language, two-paradigm curriculum model that alleviates such difficulties. Our two-language, two-paradigm curriculum model begins with teaching imperative programming using Python programming language, continues with teaching object-oriented computing using Java, and concludes with teaching object-oriented data structures with Java

Toward Predicting Success and Failure in CS2: A Mixed-Method Analysis

Factors driving success and failure in CS1 are the subject of much study but less so for CS2. This paper investigates the transition from CS1 to CS2 in search of leading indicators of success in CS2. Both CS1 and CS2 at the University of North Carolina Wilmington (UNCW) are taught in Python with annual enrollments of 300 and 150 respectively. In this paper, we report on the following research questions: 1) Are CS1 grades indicators of CS2 grades? 2) Does a quantitative relationship exist between CS2 course grade and a modified version of the SCS1 concept inventory? 3) What are the most challenging aspects of CS2, and how well does CS1 prepare students for CS2 from the student's perspective? We provide a quantitative analysis of 2300 CS1 and CS2 course grades from 2013--2019. In Spring 2019, we administered a modified version of the SCS1 concept inventory to 44 students in the first week of CS2. Further, 69 students completed an exit questionnaire at the conclusion of CS2 to gain qualitative student feedback on their challenges in CS2 and on how well CS1 prepared them for CS2. We find that 56% of students' grades were lower in CS2 than CS1, 18% improved their grades, and 26% earned the same grade. Of the changes, 62% were within one grade point. We find a statistically significant correlation between the modified SCS1 score and CS2 grade points. Students identify linked lists and class/object concepts among the most challenging. Student feedback on CS2 challenges and the adequacy of their CS1 preparations identify possible avenues for improving the CS1-CS2 transition.Comment: The definitive Version of Record was published in 2020 ACM Southeast Conference (ACMSE 2020), April 2-4, 2020, Tampa, FL, USA. 8 page

Energy performance of traditionally constructed dwellings in Scotland

This research was commissioned by Historic Scotland, to ascertain what, if any, characteristics specific to traditionally constructed (stone masonry) dwellings in Scotland could impact on the result of an energy assessment. The research uses five case study dwellings, whose energy consumption has been assessed using three separate calculation methodologies: the two Government-accredited steady state methodologies SAP and RdSAP, in addition to a dynamic simulation using the IES Virtual Environment. The research finds primarily that traditionally constructed dwellings use more energy than the UK average, and that certain aspects of the steady state calculation methodologies give erroneous results. These errors are either specific to stone masonry dwellings through application of assumptions with respect to thermal storage and movement, or specific to Scottish dwellings through application of UK average climate variables. Furthermore, there are significant challenges to using dynamic simulations for these dwellings, which may not outweigh the benefits of perceived accuracy by the occupant. Therefore, the research concludes that the steady state methodologies should continue to be utilised, but with the awareness that the methodologies have limitations

Factors influencing student midwives' competence and confidence when incorporating UNICEF UK Baby Friendly Initiative (BFI) Education Standards in clinical practice

Background: Breastfeeding is crucial in providing optimum nutrition and health for babies' to develop into healthy adults and has important emotional, physical and psychological benefits on maternal health. The UK has stubbornly low breastfeeding initiation and continuation rates. To address this, the government has policies targeting maternity and public health services. Furthermore, UNICEF UK introduced Baby Friendly Initiative (BFI) Hospital Standards in 1998 and Midwifery Education Standards in 2002. The University of Nottingham adopted BFI Education Standards in 2005 and have maintained accreditation since 2008. The BFI curriculum changes incorporated a knowledge, skills and attitude framework for teaching, learning and assessing. The embedding of positive attitudinal and skills facilitation of breastfeeding within the curriculum changes was essential. The influence of Trust's organisational culture on student learning was considered critical due to its impact on midwives working practises and pre-registration midwifery curricula having a minimum of 50% clinical practice. There is a lack of information about the efficacy of BFI Education Standards on student learning and application to practice. The aim of this study was to explore factors affecting student midwives competence and confidence when incorporating BFI Education Standards into clinical practice. Methodology and methods: A three year longitudinal multiple educational case study of a Bachelor of Midwifery programme commenced in 2009. Ethical and R&D approval were gained from the University and five Trusts, each at different stages of BFI clinical accreditation. The inclusion criteria were any student in the September 2009 midwifery cohort and their allocated midwife mentors. From a cohort of 32 students, 22 consented and 16 supplied data at each collection point throughout the three years. Students identified 92 midwife mentors, they had worked with, who were then invited to participate; 16 consented and 6 supplied data at each collection point throughout the three years. A total of 92 questionnaires and 70 one hour interviews were conducted. Data collected from students included questionnaire, individual interview and documentary evidence at 6, 18 and 30 months into the programme. Data from midwife mentors was questionnaire and individual interview at each stage. Documentary evidence was obtained from the students' NMC record of clinical skills and second year biology examination question on infant feeding. Data analysis used NVivo for qualitative data management, and PAWS for quantitative data analysis. Verbatim transcription of interviews was followed by thematic analysis. Findings: Findings are presented using BFI 'Ten Steps' Standards with the underpinning knowledge, skills and attitude framework. All students considered themselves to be competent and confident in 'normal' aspects of infant feeding but only competent in 'complex' feeding scenarios. Students self reported the theoretical component was most important to their learning in years 1 and 3 and clinical placements in year 2. Students who were mothers and students working in BFI accredited units had better examination results. Changes in workforce skill mix and reduced community midwife visits were factors in reported gaps of 'complex' breastfeeding learning opportunities. These were addressed by scenario role play. Reductions in Infant Feeding Advisor hours were found to correlate with increased formula supplementation. Mentors praised students' enhanced theoretical knowledge from their first year, and assessment and planning in the third year. They attributed this to the BFI curriculum. More prescriptive and structured organisational documentation facilitated student learning. Theory practice gaps existed at all five case study sites. At BFI accredited sites mothers and babies were statistically more likely to experience skin-to-skin following any mode of birth (n=1462 p<0.001 phi=0.21). At all sites a normal birth statistically increased the opportunity of mother-baby skin-to-skin (n=1462 p<0.001 phi=0.57) and initiation of breastfeeding (n=1462 p<0.001 phi=0.52). Students embraced a 'hands-off' technique to support breastfeeding and hand expression of the breast against prevailing clinical role modelling. Techniques students developed were 'shadowing', use of props, use of feeding cues and increasing the accessibility of their knowledge to women through facilitative communication skills. Use of infant feeding tools provided through the curriculum supported student learning. Detail provided within the postnatal data was poor and mirrored by mentors reporting poor use of relevant organisational documentation. Students had little opportunity to develop constructive formula feeding support, sterilisation of feeding equipment and reconstitution of formula milk. Anxiety was expressed by mentors and students in providing support to formula feeding women within a BFI framework. The use of interactive teaching methods and individual assessment through a workshop in year 3 were identified by students as significant to their learning. Students desire to support women to breastfeed grew over the 3 years. This was independent of personal feeding experiences of students who were mothers and the non-mothers embedded norms. The reinforcement and incremental delivery of the BFI curriculum in each year was identified as essential in this process. Conclusion: A BFI accredited midwifery curriculum positively impacts on student learning in infant feeding, raises the profile of infant feeding within postnatal care and enables students to create positive experiences for women. This study's findings would recommend that all midwifery curricula embrace BFI Education Standards within a knowledge, skills and attitudes framework

Teaching Ethical and Social Issues in CS1 and CS2

The discussion of whether ethical and social issues of computing should be explored in undergraduate computer science education has resulted in most academic institutions and educators agreeing that they are important topics that must be included. Further support has been provided by Curricula \u2791 [16], the CSAC/CSAB accreditation [2] and ImpactCS [12]. Many books [7, 8, 9, 10] and papers [6, 14] have discussed what topics should be covered and what techniques can be used either in a dedicated course or in modules across the curriculum. However, explicit detailed examples that have worked successfully, particularly in lower level computer science courses, are still rare. This paper will discuss several examples that have been successfully used in CS1 and CS2 at a medium-sized university

Re-cognising RPL – A Deleuzian enquiry into policy and practice of Recognition of Prior Learning

This enquiry addresses a gap in the literature in relation to the conceptual development of Recognition of Prior Learning. Generally, research in RPL comprises large inventories and audits of practice as this enquiry shows. Few qualitative studies are available and there is a dearth of theoretical development in the field. This thesis explores perspectives of claimants and university managers/practitioners to explicate the issues at stake and explore the value of RPL in education. Using the practical philosophy of Gilles Deleuze and Felix Guattari (DG), the conceptualization of RPL is explored in policy and practice and their concepts are employed to reimagine RPL for learning, and as pedagogy, in adult university education. A hybrid method of grounded and rhizomatic theory informs the research approach. This involves searching the complex and diffuse territory of RPL to seek affirmative options for RPL theory and practice. Three case studies illustrate how different approaches to RPL offer different outcomes and were built on vague conceptualizations. In one setting, fifteen years of RPL claimant records is collated and analysed. Findings show that up to 70% of adult students in the case study had prior learning and gained exemptions. The data further indicates that RPL did not increase a student’s chances of completing a degree. This contradicts findings from international research. The research also challenges fears expressed by university managers that RPL poses a risk to academic standards, as claimants may not have foundational knowledge to succeed in university. The data indicates, however, that on the contrary, claimants have extensive prior learning; much of it accredited at levels 6 and 7 and are thus college ready. A model of learner directed RPL, used in another setting, is explored and theorized. This creative approach seamlessly integrates prior learning with new learning and thereby advances knowledge for the learner. The impact of the approach on the learner and learning is significant and offers new possibilities for RPL in education. It moves it on from the narrow purpose of reducing time in education and enhancing skills for employment. Accounts from participants in this enquiry show that they go to college to learn and they prize RPL most when it extends their knowledge – a dimension of RPL neglected in the literature. The thesis concludes with some affirmative options for re-cognising RPL in adult education