Integrated assessment : new assessment methods literature review

The assessment of students in higher education performs a number of functions, some of which may not always be compatible with each other. Traditionally, the role of the assessor has involved determining the level of competence displayed in undertaking the task, and ideally, offering feedback on future learning needs (Rowntree, 1987). Assessment also provides grading for students’ work, allowing comparison of performance across a class, and across the curriculum for individual students. The subsequent gaining of a degree or professional qualification depends on students successfully completing a set of specified assessment tasks across the prescribed curriculum. As such, there may be stakeholders beyond the higher education institution, such as employers, regulatory bodies or clients, who believe the assessment process as being akin to certification or professional gatekeeping (Younes,1998). In professional courses such as social work, passing certain assessment tasks may be associated with notions such as fitness to practice and eligibility for professional registration as a social worker with the Scottish Social Services Council (SSSC) or similar bodies in England, Northern Ireland and Wales, and beyond the United Kingdom. In terms of gatekeeping, assessment tasks may not only restrict who gains certification on exiting an educational programme, but also who is admitted in the first place. For example, requirements by registration authorities that students admitted to social work programmes have achieved specified levels of literacy and numeracy will require appropriate assessment tasks to determine equivalence for those entrants who have not achieved formal qualifications in these areas. Entry point assessments may also be used to determine whether credit should be granted on the basis of prior learning or experience (Slater, 2000) or to identify areas in which additional training may be required (Shera, 2001) In addition to gatekeeping, assessment clearly has a vital role to play in the ongoing development of learning and teaching strategies. It can be crucial in determining what, why and how students learn (Brown, Bull and Pendlebury, 1997) and there is increasing recognition of the necessity to align learning and assessment tasks, so that learning and assessment become aligned rather than being somewhat independent of each other (Biggs, 2003). Furthermore, in an era when evaluation of teaching is often reduced to student satisfaction surveys, critical reflection on work submitted for assessment can serve as an alternative method of evaluating the success of teaching. The nature of assessment has changed considerably since the 1970s, and is ongoing. The key changes have included moves from written examinations to coursework assignments and more emphasis on student participation in assessment (self and peer assessments), processes rather than products, and on competencies rather than content (Brown et al., 1997). Even the more traditional forms of assessment such as essays and examinations have undergone considerable innovations. Yet, in practice these seemingly radical changes may be more a wish list than a statement of fact. In actuality, some new forms of assessment, such as self and peer assessment may simply have been added onto rather than replaced more traditional modes of assessment (Cree, 2000). Changes to assessment in social work tend to reflect changes in higher education more widely such as the emergence of competency based and modular approaches to learning, as well more proceduralised assessment processes necessary to cope with higher numbers of students (Cree, 2000). There is considerable divergence of opinion amongst the social work education community in the United Kingdom as to whether such changes actually benefit social work students and their learning (eg Clark, 1997; Ford and Hayes, 1996; O’Hagan, 1997; Shardlow and Doel, 1996). There have also been concerns expressed as to whether some new forms of assessment are actually capable of achieving the learning they claim to facilitate Boud, 1999; Entwistle, 1990; Taylor, 1993). This report was commissioned by the Scottish Institute for Excellence in Social Work Education (SIESWE) as a resource on assessment for the development of the new social work degree in Scotland and provides an overview of the current literature on assessment methods being utilised in social work education both in the United Kingdom and beyond. This report begins by reviewing the various methods of assessment in social work education which were found in the literature. We then go on to explore the developing literature on the involvement of persons other than social work academics, such as students and service users, in the assessment process. Finally, we consider the importance of developing and assessment strategy which might incorporate these various different forms of assessmen

Steerable filters generated with the hypercomplex dual-tree wavelet transform

The use of wavelets in the image processing domain is still in its infancy, and largely associated with image compression. With the advent of the dual-tree hypercomplex wavelet transform (DHWT) and its improved shift invariance and directional selectivity, applications in other areas of image processing are more conceivable. This paper discusses the problems and solutions in developing the DHWT and its inverse. It also offers a practical implementation of the algorithms involved. The aim of this work is to apply the DHWT in machine vision. Tentative work on a possible new way of feature extraction is presented. The paper shows that 2-D hypercomplex basis wavelets can be used to generate steerable filters which allow rotation as well as translation.</p

Integrated assessment : new assessment methods evaluation of an innovative method of assessment-critical incident analysis

For many people, the term “assessment” is associated with tasks, which are less than inspiring, which are undertaken only because they are hurdles, which must be crossed in order to achieve some form of accreditation or to enable entry into work or a further course of study. In this worldview, what is important for the student is the final determination or grade assigned to their work. While summative assessment, in which students submit work that is marked by experts and which contributes partially or fully to a final grade, plays an important role in the lives of students and educators, contemporary thinking about “assessment” is much more expansive

A machine vision extension for the Ruby programming language

Dynamically typed scripting languages have become popular in recent years. Although interpreted languages allow for substantial reduction of software development time, they are often rejected due to performance concerns. In this paper we present an extension for the programming language Ruby, called HornetsEye, which facilitates the development of real-time machine vision algorithms within Ruby. Apart from providing integration of crucial libraries for input and output, HornetsEye provides fast native implementations (compiled code) for a generic set of array operators. Different array operators were compared with equivalent implementations in C++. Not only was it possible to achieve comparable real-time performance, but also to exceed the efficiency of the C++ implementation in several cases. Implementations of several algorithms were given to demonstrate how the array operators can be used to create concise implementations.</p

Modelling self-piercing riveted joint failures in automotive crash structures

This paper describes a new model and method to predict Self-Piercing Riveted (SPR) joint interlock failures in aluminium sheet at crash speeds using explicit finite element simulation. SPR interlock failure is dependent on rivet direction, which is included in the model. A mesh independent approach is adopted for connection model which is capable of industrial application at the full vehicle crash analysis level. The paper provides an overview of the approach to validate connection model; typically by developing detailed physics based models of various joint configurations supported with high speed experimental data, through to model capable of industrial application. The framework to validate connection model for use in crash simulation tools is expected to have broader applicatio

Validating dynamic tensile mechanical properties of sheet steels for automotive crash applications

A thin-wall open channel beam, fabricated from high strength Dual Phase sheet steel, subjected to 3-point bending and constant velocity boundary condition, is investigated to validate material performance for automotive crash applications. Specifically quantitative validation of material tensile data determined from high speed tests and component models, and qualitative validation of materials resistance to fracture. The open channel beam is subjected to quasi-static and increasing loading speed and in all cases, large displacement in which deformation involves formation of a plastic hinge. This paper describes development of test procedure, notably beam specimen design, measurement system and boundary conditions, using both experimental and numerical techniques. The new test procedure, as a compliment to crush testing, will increase confidence in the modeling and application of new advanced higher strength materials in automotive crash structure

Fundamental study of transpiration cooling

Isothermal and non-isothermal pressure drop data and heat transfer data generated on porous 304L stainless steel wire forms, sintered spherical stainless steel powder, and sintered spherical OFHC copper powder are reported and correlated. Pressure drop data was collected over a temperature range from 500 R to 2000 R and heat transfer data collected over a heat flux range from 5 to 15 BTU/in2/sec. It was found that flow data could be correlated independently of transpirant temperature and type (i.e., H2, N2). It was also found that no simple relation between heat transfer coefficient and specimen porosity was obtainable

Scanning laser source and scanning laser detection techniques for different surface crack geometries

Standard test samples typically contain simulated defects such as slots machined normal to the surface. However, real defects will not always propagate in this manner; for example, rolling contact fatigue on rails propagates at around 25º to the surface, and corrosion cracking can grow in a branched manner. Therefore, there is a need to understand how ultrasonic surface waves interact with different crack geometries. We present measurements of machined slots inclined at an angle to the surface normal, or with simple branched geometries, using laser ultrasound. Recently, Rayleigh wave enhancements observed when using the scanning laser source technique, where a generation laser is scanned along a sample, have been highlighted for their potential in detecting surface cracks. We show that the enhancement measured with laser detector scanning can give a more significant enhancement when different crack geometries are considered. We discuss the behaviour of an incident Rayleigh wave in the region of an angled defect, and consider mode-conversions which lead to a very large enhancement when the detector is close to the opening of a shallow defect. This process could be used in characterising defects, as well as being an excellent fingerprint of their presence