An evaluation of pedagogically informed parameterised questions for self assessment

Self-assessment is a crucial component of learning. Learners can learn by asking themselves questions and attempting to answer them. However, creating effective questions is time-consuming because it may require considerable resources and the skill of critical thinking. Questions need careful construction to accurately represent the intended learning outcome and the subject matter involved. There are very few systems currently available which generate questions automatically, and these are confined to specific domains. This paper presents a system for automatically generating questions from a competency framework, based on a sound pedagogical and technological approach. This makes it possible to guide learners in developing questions for themselves, and to provide authoring templates which speed the creation of new questions for self-assessment. This novel design and implementation involves an ontological database that represents the intended learning outcome to be assessed across a number of dimensions, including level of cognitive ability and subject matter. The system generates a list of all the questions that are possible from a given learning outcome, which may then be used to test for understanding, and so could determine the degree to which learners actually acquire the desired knowledge. The way in which the system has been designed and evaluated is discussed, along with its educational benefits

Towards a competency model for adaptive assessment to support lifelong learning

Adaptive assessment provides efficient and personalised routes to establishing the proficiencies of learners. We can envisage a future in which learners are able to maintain and expose their competency profile to multiple services, throughout their life, which will use the competency information in the model to personalise assessment. Current competency standards tend to over simplify the representation of competency and the knowledge domain. This paper presents a competency model for evaluating learned capability by considering achieved competencies to support adaptive assessment for lifelong learning. This model provides a multidimensional view of competencies and provides for interoperability between systems as the learner progresses through life. The proposed competency model is being developed and implemented in the JISC-funded Placement Learning and Assessment Toolkit (mPLAT) project at the University of Southampton. This project which takes a Service-Oriented approach will contribute to the JISC community by adding mobile assessment tools to the E-framework

Transforming a competency model to assessment items

The problem of comparing and matching different learners’ knowledge arises when assessment systems use a one-dimensional numerical value to represent “knowledge level”. Such assessment systems may measure inconsistently because they estimate this level differently and inadequately. The multi-dimensional competency model called COMpetence-Based learner knowledge for personalized Assessment (COMBA) is being developed to represent a learner’s knowledge in a multi-dimensional vector space. The heart of this model is to treat knowledge, not as possession, but as a contextualized space of capability either actual or potential. The paper discusses the automatic generation of an assessment from the COMBA competency model as a “guideon- the–side”

Transforming a competency model to assessment items

The problem of comparing and matching different learners’ knowledge arises when assessment systems use a one-dimensional numerical value to represent “knowledge level”. Such assessment systems may measure inconsistently because they estimate this level differently and inadequately. The multi-dimensional competency model called COMpetence-Based learner knowledge for personalized Assessment (COMBA) is being developed to represent a learner’s knowledge in a multi-dimensional vector space. The heart of this model is to treat knowledge, not as possession, but as a contextualized space of capability either actual or potential. The paper discusses the automatic generation of an assessment from the COMBA competency model as a “guide-on-the–side”

Creating structure from disorder: using folksonomies to create semantic metadata

This paper reports on an on-going research project to create educational semantic metadata out of folksonomies. The paper describes a simple scenario for the usage of the generated semantic metadata in teaching, and describes the ‘FolksAnnotation’ tool which applies an organization scheme to tags in a specific domain of interest. The contribution of this paper is to describe an evaluation framework which will allow us to validate our claim that folksonomies are potentially a rich source of metadata

Interactivity within IMS Learning Design and Question and Test Interoperability

We examine the integration of IMS Question and Test Interoperability (QTI) and IMS Learning Design (LD) in implementations of E-learning from both pedagogical and technological points of view. We propose the use of interactivity as a parameter to evaluate the quality of assessment and E-learning, and assess various cases of individual and group study for their interactivity, ease of coding, flexibility, and reusability. We conclude that presenting assessments using IMS QTI provides flexibility and reusability within an IMS LD Unit Of Learning (UOL) for individual study. For group study, however, the use of QTI items may involve coding difficulties if group members need to wait for their feedback until all students have attempted a question, and QTI items may not be able to be used at all if the QTI services are implemented within a service-oriented architecture

Jurisdiction--Territorial Waters--Arctic Waters Pollution Prevention Act

On June 17, 1970, Canada passed the Arctic Waters Pollution Prevention Act which asserts jurisdiction over Arctic waters 100 miles off her coasts for the purpose of pollution prevention regulation. The Act proscribes any discharge of waste into Arctic waters, and prohibits navigation in certain shipping safety control zones in Arctic waters unless regulations pertaining to structural, equipment, navigational aid, cargo, and personnel qualification standards are met. Given the conflict between the traditional freedom of the seas and the seriousness of the ocean pollution problem, the Canadian action is likely to provoke much controversy

The administration of justice

Overview and analysis of the year's legal developments in the field of administration of justice. Includes references to legislation, cases and journal articles

Population Density and Home Range Estimates of Black Rat (Rattus rattus) Populations in Southwestern Puerto Rico

Black rats are among the world’s most invasive rodent species and are responsible for considerable agricultural losses and risks to human health through zoonotic disease. In Puerto Rico, rats may also compete with the primary rabies reservoir (the small Indian mongoose) for baits during oral rabies vaccination (ORV) programs. We evaluated black rat population density and home range size on the Cabo Rojo National Wildlife Refuge, southwestern Puerto Rico. We fitted 10 rats with VHF transmitters and tracked them using radio telemetry for approximately 4 weeks. We entered locations into ArcGIS and obtained minimum convex polygon (MCP) home range estimates. We established two plots of 55 snap traps and performed removal for 5 consecutive days during January and July, to correspond roughly with wet and dry seasons for this region. To calculate abundance, we entered snap trap data using a removal model approach in Program MARK. We calculated the effective trapping area by creating a buffer around the trapping area based on the square root of mean home range estimate. We divided the abundance calculated in MARK by the effective trapping area to calculate the estimated population density. Mean MCP home range estimate was 0.28 ha (SE: 0.05, range: 0.07-0.50 ha). Population density estimates were 114.7 (SE: 201.80) and 19.3 (SE: 6.85) per ha for January and July, respectively. To reduce the potential for rat consumption of ORV baits, wildlife managers should consider conducting ORV activities in Puerto Rico during periods of lower rat abundance or density

Predicting spatial spread of rabies in skunk populations using surveillance data reported by the public

Background: Prevention and control of wildlife disease invasions relies on the ability to predict spatio-temporal dynamics and understand the role of factors driving spread rates, such as seasonality and transmission distance. Passive disease surveillance (i.e., case reports by public) is a common method of monitoring emergence of wildlife diseases, but can be challenging to interpret due to spatial biases and limitations in data quantity and quality. Methodology/Principal findings: We obtained passive rabies surveillance data from dead striped skunks (Mephitis mephitis) in an epizootic in northern Colorado, USA. We developed a dynamic patch-occupancy model which predicts spatio-temporal spreading while accounting for heterogeneous sampling. We estimated the distance travelled per transmission event, direction of invasion, rate of spatial spread, and effects of infection density and season. We also estimated mean transmission distance and rates of spatial spread using a phylogeographic approach on a subsample of viral sequences from the same epizootic. Both the occupancy and phylogeographic approaches predicted similar rates of spatio-temporal spread. Estimated mean transmission distances were 2.3 km (95% Highest Posterior Density (HPD95): 0.02, 11.9; phylogeographic) and 3.9 km (95% credible intervals (CI95): 1.4, 11.3; occupancy). Estimated rates of spatial spread in km/year were: 29.8 (HPD95: 20.8, 39.8; phylogeographic, branch velocity, homogenous model), 22.6 (HPD95: 15.3, 29.7; phylogeographic, diffusion rate, homogenous model) and 21.1 (CI95: 16.7, 25.5; occupancy). Initial colonization probability was twice as high in spring relative to fall. Conclusions/Significance: Skunk-to-skunk transmission was primarily local (< 4 km) suggesting that if interventions were needed, they could be applied at the wave front. Slower viral invasions of skunk rabies in western USA compared to a similar epizootic in raccoons in the eastern USA implies host species or landscape factors underlie the dynamics of rabies invasions. Our framework provides a straightforward method for estimating rates of spatial spread of wildlife diseases