186,137 research outputs found

    Investigating the Essential of Meaningful Automated Formative Feedback for Programming Assignments

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    This study investigated the essential of meaningful automated feedback for programming assignments. Three different types of feedback were tested, including (a) What's wrong - what test cases were testing and which failed, (b) Gap - comparisons between expected and actual outputs, and (c) Hint - hints on how to fix problems if test cases failed. 46 students taking a CS2 participated in this study. They were divided into three groups, and the feedback configurations for each group were different: (1) Group One - What's wrong, (2) Group Two - What's wrong + Gap, (3) Group Three - What's wrong + Gap + Hint. This study found that simply knowing what failed did not help students sufficiently, and might stimulate system gaming behavior. Hints were not found to be impactful on student performance or their usage of automated feedback. Based on the findings, this study provides practical guidance on the design of automated feedback

    What's the most practical way to rule out adrenal insufficiency?

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    A morning serum cortisol level >13 mcg/dL reliably rules out adrenal insufficiency, and the test is easy and safe to perform. Because of low specificity, patients with a level of ≤13 mcg/dL need further evaluation with the cosyntropin stimulation test (CST) (strength of recommendation [SOR]: A, meta- analysis of diagnostic cohort studies)

    New Directions in Tort Law - 1995 Monsanto Lecture Valparaiso University School of Law

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    There are four different levels to recent developments in the law of torts: what's happening in practice, what's happening in Congress, what's happening with the Restatements at the American Law Institute, and, more fundamentally, what are the practical and theoretical effects of an important change in the basic approach that has been gaining form in torts over the last thirty years. After a preliminary nod to the first three, we will focus on this last one, which involves the emergence of splitting rules and the ways in which the trend toward splitting has manifested itself in various tort doctrines

    The role of practical work in the developing practice of beginning physics teachers

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    The role and rationale of practical work in teaching school science are receiving renewed scrutiny (Abrahams and Saglam, 2010). This paper is a case study which reports part of a larger longitudinal study which used semi-structured interviews to explore the approaches of beginning teachers of physics to teaching electricity during Initial Teacher Education (ITE) and beyond. The interview transcripts were analysed using thematic analysis. One of the emergent themes was the use of practical work in secondary school science. All of the beginning teachers had embedded the use of practical work in their teaching. This paper discusses their reasons for doing so and compares their responses with the rationales suggested by Hodson (1993), Lunetta, Hofstein, Clough, Abell, & Leerman (2007) and Abrahams (2011). The implications for ITE and continuing professional development (CPD) are discussed
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