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Since the Bologna Process was adopted, continuous assessment has been a cornerstone in the curriculum of most of the courses in the different degrees offered by the Spanish Universities. Continuous assessment plays an important role in both students' and lecturers' academic lives. In this study, we analyze the effect of the continuous assessment on the performance of the students in their final exams in courses of Statistics at the University of Almería. Specifically, we study if the performance of a student in the continuous assessment determines the score obtained in the final exam of the course in such a way that this score can be predicted in advance using the continuous assessment performance as an explanatory variable. After using and comparing some powerful statistical procedures, such as linear, quantile and logistic regression, artificial neural networks and Bayesian networks, we conclude that, while the fact that a student passes or fails the final exam can be properly predicted, a more detailed forecast about the grade obtained is not possible. [ABSTRACT FROM AUTHOR]

In semiarid areas, precipitations usually appear in the form of big and brief floods, which affect the aquifer through water infiltration, causing groundwater temperature changes. These changes may have an impact on the physical, chemical and biological processes of the aquifer and, thus, modeling the groundwater temperature variations associated with stormy precipitation episodes is essential, especially since this kind of precipitation is becoming increasingly frequent in semiarid regions. In this paper, we compare the predictive performance of two popular tools in statistics and machine learning, namely Bayesian networks (BNs) and artificial neural networks (ANNs), in modeling groundwater temperature variation associated with precipitation events. More specifically, we trained a total of 2145 ANNs with different node configurations, from one to five layers. On the other hand, we trained three different BNs using different structure learning algorithms. We conclude that, while both tools are equivalent in terms of accuracy for predicting groundwater temperature drops, the computational cost associated with the estimation of Bayesian networks is significantly lower, and the resulting BN models are more versatile and allow a more detailed analysis. [ABSTRACT FROM AUTHOR]

Multi-class classification in imbalanced datasets is a challenging problem. In these cases, common validation metrics (such as accuracy or recall) are often not suitable. In many of these problems, often real-world problems related to health, some classification errors may be tolerated, whereas others are to be avoided completely. Therefore, a cost-sensitive variable selection procedure for building a Bayesian network classifier is proposed. In it, a flexible validation metric (cost/loss function) encoding the impact of the different classification errors is employed. Thus, the model is learned to optimize the a priori specified cost function. The proposed approach was applied to forecasting an air quality index using current levels of air pollutants and climatic variables from a highly imbalanced dataset. For this problem, the method yielded better results than other standard validation metrics in the less frequent class states. The possibility of fine-tuning the objective validation function can improve the prediction quality in imbalanced data or when asymmetric misclassification costs have to be considered. [ABSTRACT FROM AUTHOR]

Teaching processes have been changing in the lasts few decades from a traditional lecture-example-homework format to more active strategies to engage the students in the learning process. One of the most popular methodologies is the flipped classroom, where traditional structure of the course is turned over by moving out of the classroom, most basic knowledge acquisition. However, due to the workload involved in this kind of methodology, an objective analysis of the results should be carried out to assess whether the lecturer's workload is worth the effort or not. In this paper, we compare the results obtained from two different methodologies: traditional lecturing and flipped classroom methodology, in terms of some performance indicators and an attitudinal survey, in an introductory statistics course for engineering students. Finally, we analysed the changes in the relationships among variables of interest when the traditional teaching was moved to a flipped classroom by using Bayesian networks. [ABSTRACT FROM AUTHOR]