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Addressing the problem of the difficulty in providing timely and reasonable feedback evaluation for student project reports, this paper proposes a method based on LLMs (Large Language Models) that can automatically generate instant feedback evaluations for student project reports. Three LLMs, namely BART (Bidirectional and Auto-Regressive Transformer), CPTB (chatgpt_paraphraser_on_T5_base), and CGP-BLCS (chatgpt-gpt4-prompts-bart-large-cnn-samsum), were designed to generate instant text feedback pre-training models for student project reports. The effectiveness of the feedback was evaluated using ROUGE Metrics, BERT Scores, and human expert evaluations. Experiments showed that the lightweight, fine-tuned BART model, when trained on a larger dataset of 80%, generated effective feedback evaluations for student project reports. When trained on a smaller dataset of 20%, both the BART and CPTB models had unsatisfactory overall performance, while the fine-tuned CGP-BLCS model was able to generate feedback evaluations that approached human-level evaluations. The detailed descriptions of the methods used with the LLMs for generating effective text feedback evaluations for student project reports will be useful to AI computer programmers, researchers, and computer science instructional designers for improving their courses and future research.

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Collaborative Assessment: Using Self-assessment and Reflection for Student Learning and Program DevelopmentAbstractAs program-level assessment increasingly becomes an integral part of the higher-education landscape, so does the debate regarding the efficacy of current assessment methods. Traditionally, students do not participate in assessment—neither of their own learning nor of institutional or program efficacy. Our assessment process presents an alternative to traditional program-level assessment and is meant to improve student learning in two ways: (1) by asking students to reflect on their achievement of learning outcomes using evidence-based methods; (2) by providing assessment practitioners with authentic, contextualized data on which to make claims about curricula. This collaborative assessment process was designed to address the complex needs of a cross-curricular rhetoric program but responds to many general concerns about traditional assessment methods.Au fur et à mesure que l’évaluation de programmes fait de plus en plus partie intégrante du paysage de l’enseignement supérieur, il en va de même du débat sur l’efficacité des méthodes d’évaluation actuelles. Traditionnellement, les étudiants et les étudiantes ne participent pas à l’évaluation, ni à celle de leur propre apprentissage ni à celle de l’efficacité des programmes ou de l’établissement. Notre processus d’évaluation présente une alternative à l’évaluation traditionnelle de programmes et a pour but d’améliorer l’apprentissage des étudiants et des étudiantes de deux manières : 1) en demandant aux étudiants et aux étudiantes de réfléchir à la manière dont ils et elles ont atteint les résultats d’apprentissage, à l’aide de méthodes basées sur l’évidence, et 2) en fournissant aux praticiens de l’évaluation des données authentiques et contextualisées sur lesquelles ils peuvent se prononcer sur les programmes d’études. Ce processus d’évaluation en collaboration a été conçu pour répondre aux besoins complexes d’un programme de rhétorique transdisciplinaire mais il répond également à de nombreuses préoccupations générales concernant les méthodes d’évaluation traditionnelles.

Copyright of Romanian Review of Private Law / Revista Română de Drept Privat is the property of Universul Juridic Publishing House and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

L’évaluation est une étape incontournable dans le processus de l’enseignement/apprentissage de manière générale et plus particulièrement en e-learning. L’émergence des TICE et de l’enseignement à distance a donné lieu à des changements de pratiques en termes de conception, de scénarisation de contenus et d’évaluation des apprentissages. Dans cette perspective, la e-évaluation qui se présente comme une alternative à l’évaluation traditionnelle suscite beaucoup de questionnements tant sur le plan de sa faisabilité que sur sa pertinence ; du moment que l’enseignement/apprentissage en ligne n’arrive pas encore à imiter une classe de cours réelle. En partant d’un exemple concret, celui de la filière Etudes Françaises, Faculté des Lettres et des Sciences Humaines, Université Ibn Tofaïl, cette contribution cherche à montrer qu’il est désormais nécessaire de s’intégrer dans une modalité de la e-évaluation et que pour ce faire il est primordial de sortir des sentiers battus, de changer de pratiques évaluatives et de ne pas tenter de simuler en ligne l’évaluation classique.

The aim of the text is to discuss the possibilities of developing professional self-awareness at the stage of initial education of foreign language teachers. The first part of the article presents theoretical considerations on teachers’ professional self-consciousness, distinguishing three areas of it: professional competence as goals to be achieved, self-evaluation and self-regulation, and teachers’ cognitive, emotional and communicative functioning in professional situations. The second part of the text contains an analysis of selected practical tools that serve to develop teachers’ professional self-awareness, such as The European Portfolio for Student Teachers of Languages, and the European Profiling Grid, tools inspired by E. Berne’s concept of Transactional Analysis, and the author’s reflection grids. The conclusions of the analysis indicate the possibility of the coherent use of available tools and creation of additional tools within the context of education, so that the process of developing teachers’ self-awareness is multifaceted and leads to a sense of professionalism. [ABSTRACT FROM AUTHOR]

This study aims to know the most commonly used evaluation instruments by Primary Education teachers in the Province of Valencia. This aim, in subsequent studies, will be compared with the methodologies these teachers use in their classes. Data were obtained through a survey completed by these teachers regarding aspects of the evaluation process, identifying the evaluation instruments used and their frequency of application depending basically on the type of subject. In terms of frequency, teachers recognize that objective tests are the most frequently used instrument, preferring evaluation instruments that activate more than one cognitive ability, foster personalized teaching and take into account students’ diversity when it comes to the teaching of subject content. Teachers consider that the most effective instruments for student learning are those in which the written exam is assigned a high percentage of the final mark. Finally, this study encourages further research to continue searching for techniques and methods that can contribute to student evaluation models which are increasingly fairer and more personalized and equitable. In this vein, teaching practices will improve leading to better teaching-learning processes. Discovering teachers’ actions regarding evaluative processes can reveal important information in relation to what was done before, during and after evaluations. [ABSTRACT FROM AUTHOR]

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Copyright of Social Science Information is the property of Sage Publications, Ltd. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Cadernos de Pesquisa is the property of Fundacao Carlos Chagas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Djoussour El-maarefa is the property of Association of Arab Universities and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Djoussour El-maarefa is the property of Association of Arab Universities and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Economic & Managerial Researshes is the property of Faculty of Economic Sciences, Commercial & Managerial Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Automatic classifier accuracy evaluation (ACAEval) on unlabeled test sets is critical for unseen real-world environments. The use of dataset-level regression on synthesized meta-datasets (comprised of many sample sets) has shown promising results for ACAEval. However, the existing meta-dataset for ACAEval is created using simple image transformations such as rotation and background substitution, which can make it difficult to ensure a reasonable distribution shift between the sample set and the test set. When the distribution shift is large, it becomes challenging to estimate the classifier accuracy on the test set using those sample sets. To ensure more robust ACAEval, this paper attempts to customize a meta-dataset in which each sample set has a reasonable distribution shift to the test set. An intra-class cycle-consistent adversarial learning (ICAL) method is introduced to transfer the style of a labeled training set to the style of the test set, by jointly considering the domain shift issue, the label flipping issue (the semantic information may be changed after style transformation), and the diversity of multiple sample sets in the meta-dataset. Experiments validate that under the same experimental setup, our method outperforms the existing ACAEval methods by a good margin, and achieves state-of-the-art performance on several standard benchmark datasets, including digit classification and natural image classification. • Two authors named Yan Huang in pinyin, one PostDoc (1st author), the other an Associate Prof (3rd author). • Paper on ACAEval for classifier accuracy. Uses meta-dataset technique for unlabeled real-world data. • Customized meta-dataset for ACAEval to address distribution shift between samples and test set. • Our sample set considers label flip issue. Introduces random indicator and FD margin loss. • Experiments demonstrate our ACAEval matches existing methods and surpasses dataset-level regression. [ABSTRACT FROM AUTHOR]

Specialized geriatric services care for older adults (≥ 65 years of age) with dementia and other progressive neurological disorders, frailty, and mental health conditions were provided both virtually and in person during the pandemic. The objective of this study was to implement a software-enabled standardized self-report instrument - the interRAI Check-Up Self-Report - to remotely assess patients. A convergent, mixed-methods research design was employed. Staff found the instrument easy to use and the program-level metrics helpful for planning. Most patients urgently needed a geriatrician assessment (72%) and had moderate to severe cognitive (34%) and functional impairments (34%), depressive symptoms (53%), loneliness (57%), daily pain (32%), and distressed caregivers (46%). Implementation considerations include providing ongoing support and facilitating intersectoral collaboration. The Check Up enhanced the geriatric assessment process by creating a system to track all needs for immediate and future care at both the patient and program level.

Copyright of Revista Lusofona de Educacao is the property of Universidade Lusofona de Humanidades e Tecnologias, CEIEF and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Didasc@lia: Didáctica y Educación is the property of Universitaria de Las Tunas, Centro de Estudios de Didactica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

State and local governments are required by law to provide and maintain accessibility on their pedestrian facilities. They need to conduct, document, and update self-evaluations to identify non-compliant pedestrian facilities. This paper presents the development of a novel model for analyzing the compliance of pedestrian facilities with accessibility requirements. The model provides original and unique capabilities that enable decision-makers to: ( i) quantify the degree of non-compliance of all types of pedestrian facilities including transit stops, on-street parking, and passenger loading zones; ( ii) estimate cost and labour-hours needed to achieve compliance; ( iii) prioritize upgrade projects for pedestrian facility types; ( iv) rank pedestrian facilities upgrade projects in multiple geographical regions based on their collective degree of non-compliance; and ( v) classify pedestrian facilities based on the type of required upgrade. A case study that includes 1327 pedestrian facilities is analyzed to evaluate the performance of the developed model and illustrate its capabilities. [ABSTRACT FROM AUTHOR]

Résumé En raison de la fréquence des comorbidités, les cliniciens ont besoin d’avoir une vue d’ensemble des troubles de leurs patients, mais les entretiens structurés permettant d’en faire l’inventaire sont chronophages et parfois fastidieux. Il serait donc utile de disposer d’un questionnaire d’auto-évaluation validé permettant l’inventaire complet de la plupart des manifestations des troubles psychopathologiques les plus courants. L’objectif de ce travail est de vérifier la structure factorielle et certaines qualités psychométriques de la traduction française de l’inventaire d’auto-description pour adultes ( adult self-report [ASR]) d’Achenbach et Rescorla (2003) qui évalue 120 problèmes émotionnels et comportementaux. Dans ce but, nous avons demandé à des étudiants d’une université à dominante littéraire et juridique de remplir l’ASR. Nous avons recueilli 905 protocoles valides remplis par des étudiants des deux sexes (699 femmes) et de différentes disciplines (669 étudiants en psychologie), dont 862 âgés de 18 à 35 ans. Les analyses factorielles confirmatoires ont permis de retrouver la structure factorielle en huit échelles syndromiques de l’instrument original (RMSEA = 0,037 ; CFI = 0,931). La cohérence interne de la plupart des échelles est comparable à celle de la version originale et la fidélité test-retest à cinq semaines est satisfaisante. Les scores des sujets français, surtout ceux des hommes, sont légèrement supérieurs à ceux des sujets américains âgés de 18 à 35 ans. Dans l’échantillon français, les scores des hommes ne diffèrent de ceux des femmes qu’à l’échelle de comportement transgressif, mais les étudiants en psychologie, quel que soit leur sexe, ont des scores d’intériorisation et de troubles de l’attention supérieurs à ceux des autres étudiants. Malgré certaines limitations, dont la principale est que les participants sont tous étudiants d’une même université, ces résultats sont de nature à encourager l’utilisation de l’ASR dans la pratique comme dans la recherche clinique. Because of the frequent comorbidities, clinicians need to get a comprehensive picture of the behavioral and emotional problems presented by their patients, but structured interviews allowing for such a survey are time consuming and sometimes tedious, and no French language self-report questionnaire is currently available. The aim of the present study was to verify the factorial structure and some psychometric properties of the French version of the Achenbach and Rescorla's (2003) adult self-report (ASR), which is designed to assess 120 behavioral and emotional problems. We collected ASR forms completed by 905 students enrolled in a university having schools of humanities, social sciences, sports, laws and economics (699 women, 669 students in psychology, 862 aged 18–35 years). The confirmatory factor analyses yielded the expected eight-factor structure (RMSEA = .037; CFI = .931). The internal consistency was similar to the original, and the test-retest reliability was satisfactory. French subjects, especially men, scored higher than their American counterparts on several scales, but the effect sizes were small to medium. French women and men's scores differed only on the Rule-Breaking Behavior scale, with men scoring higher; however, students in psychology, whichever was their gender, scored higher than other students on scales measuring internalizing problems and attention problems. Despite some limitations, the main of which is that all participants were students from the same university, these results speak in favor of the use of the French adult self-report in both research and clinical practice. [ABSTRACT FROM AUTHOR]

L'efficacité de la formation dans les Ecoles de Commerce doit être sans cesse assurée et améliorée, ce qui suppose de savoir l'évaluer. Le systême d'évaluation est donc un élément important du processus d'amélioration continue de la qualité de la formation. Dans ce travail, nous présentons, une étude réalisée sur les étudiants de la quatriême année Audit et Contrôle de Gestion de l'Ecole Nationale de Commerce et de Gestion à Tanger. Le « Projet d'Application » du module Gestion de la Qualité est une activité pédagogique qui permet aux étudiants de, l'option Audit et Contrôle de Gestion, de développer des connaissances, attitudes et habilités professionnelles de gestion et de résolution d'une problématique Qualité à l'intérieur d'une équipe. Dans cette étude, nous exposons la démarche de la formation par Projet d'Application, et nous répondons à la question principale de notre recherche : Comment peut-on procéder à une évaluation de qualité d'un Projet d'Application dans le module de Gestion de la Qualité ? Les objectifs de ce travail sont : définir un modêle pour l'évaluation du Projet d'Application du module Gestion de Qualité ; identifier les critêres et les indicateurs de l'évaluation ; bâtir les grilles d'évaluation pour un projet pédagogique appliqué à la Gestion de la Qualité et enfin améliorer la qualité du systême de suivi et d'évaluation du Projet d'Application. Par ailleurs, nous avons conçu et mis en place des procédures et des formulaires d'enregistrement qui permettent de consolider les connaissances, les habilités, les attitudes et la contribution de chacun.

Copyright of Didáctica. Lengua y Literatura is the property of Universidad Complutense de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

ABSTRACT The Alabama Parenting Questionnaire (APQ) is a well-known tool to assess empirically identified aspects of positive and negative parenting practices. This study evaluates the psychometric properties of an adapted version of the APQ for its use with parents of children between 2 and 6 years of age in Chile. The participants were 557 parents of children aged 2 to 6 years. A confirmatory factor analysis showed that the best fit was obtained by a four-factor model (positive reinforcement, parental involvement, inconsistency of disciplinary practices, and punitive practices). The invariance analysis for this model by sex and social composition was positive. Disciplinary inconsistency and punitive practices were correlated with externalized and internalized behaviors in children. Results suggest that this adaptation of the APQ may result in a useful tool for clinical and research purposes in this age group. [ABSTRACT FROM AUTHOR]

Within the context of an early and formative evaluation framework assessing prerequisites when entering university, first-year students were asked to practice self-assessment by estimating their degree of mastery of each assessed prerequisite on a three-level scale specified beforehand. With a view to a « sustainable » feedback, self-assessment has been introduced within this framework, since it represents a major step in a process aiming at developing student autonomy, which is essential to succeed in higher education. To start this self-assessment process, students had to take a so-called « Passport » and make a self-diagnosis. The latter is intended to bring students to enter a regulation process through their taking part to capacity-building activities. In this paper, we will first study the accuracy level of student self-assessment behaviour. Factors associated to this behaviour will be then analyzed, taking special attention to students’ gender (male/female), their real degree of mastery of prerequisites, as well as their taking part to capacity-building activities. Finally, we will analyze how students perceive the self-assessment activity itself. The article ends with a discussion on the limits of this research and some proposals of educational implications.

Le prix Mahdi Elmandjra est un référentiel d'autoévaluation qui se donne comme objectif principal la sensibilisation et la motivation des organismes d'éducation et de formation pour adhérer à une démarche de mise en oeuvre des concepts de management de la qualité. Il repose sur deux éléments principaux, le software qui symbolise l'intelligence de l'organisme qui doit se mobiliser et s'impliquer dans la démarche tout en définissant les finalités à atteindre et fédérer les ressources matérielles et surtout humaines pour y arriver ; et le hardware illustré par les éléments matériels et logistique capable de concrétiser la vision et les objectifs de l'organisme par la satisfaction continue et sans cesse améliorée de toutes les parties intéressées.

Self-assessment is a complex activity that is difficult to process, either for teacher or learner. Our goal is to reflect on the contribution of digital technology in this activity. At first, we try to define the concept regarding studies in educational sciences and psychology. The idea of measurement or analysis of his own work echoes with traces that the digital can record. Thus, in the second part, we develop the concepts of traces and appropriation, which are essential to understand the importance of the personalization of results. The last part of this text is devoted to a list of tools with implemented activities. We describe synchronous (chat) and asynchronous (forum) communication tools, sharing tools (blogs and e-portfolio), individual (mind maps) and collective (shared whiteboard) production tools and learning management tools (LMS and personal learning environment). We focus on the functionalities of these tools that make possible the self-analysis itself but also the sharing of information with other, an important dimension to judge the effectiveness of actions. The tools are illustrated by examples of teaching situations observed mainly in IUT (French Institute of Technology). In conclusion, we propose the implementation of a questioning from the teacher for the choice of the tool to meet its expectations, in particular, to allow the measurement of self-evaluation criteria whose definition depends on delimiting expectations produced beforehand.

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Copyright of European Journal of Social Work is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Résumé Objectifs L’objectif de ce travail était d’identifier un ensemble minimal de critères simples permettant de considérer l’iconographie d’une échographie du premier trimestre comme recevable pour un calcul de risque combiné. Méthodes Nous avons construit 162 scores simplifiés à partir de 1, 2, 3 ou 4 critères binaires dérivés des 8 critères du score du Collège français d’échographie fœtale (CFEF). Ces scores ont été évalués sur la base de 68 250 examens issus de l’évaluation des pratiques professionnelles du CFEF sur les images de clarté nucale (CN) et de longueur crânio-caudale (LCC) au premier trimestre. Les scores simplifiés les plus performants pour identifier les examens de qualité recevable ont été retenus. Résultats Les scores simplifiés à 1, 2, 3 et 4 critères présentaient des valeurs prédictives positives maximales respectivement de 95,3 % (95,11–95,50), 98,0 % (97,87–98,14), 99,3 % (99,17–99,35) et 99,7 % (99,68–99,79) pour identifier les examens de bonne qualité. Lorsque trois critères étaient insuffisants parmi les 8, la proportion d’examens de bonne qualité était comprise entre 2,8 et 16,7 % en fonction des critères choisis. Cette proportion était moindre, de 0,17 à 3,95 %, lorsque quatre critères étaient insuffisants. Conclusions Le score simplifié à quatre critères le plus performant comprend le plan sagittal de la CN, la position des calipers de la CN, l’agrandissement de l’image de CN et la qualité de la LCC. Ce score pourrait être le plus pertinent en pratique clinique dans le cadre du dépistage au premier trimestre. Objectives The objective of this study was to establish a minimum subset of simple criteria for the self-assessment of the quality of first-trimester ultrasound images of nuchal translucency (NT) and crown-rump length (CRL). Methods We designed 162 simplified image-scoring methods (ISM) based on 1, 2, 3 or 4 binary criteria derived from the 8 criteria of the original image scoring method of the French College of Fetal Ultrasound (CFEF). These ISM were assessed on 68,250 consecutive scans of the French national audit conducted by the CFEF on NT and CRL images. The ISM associated with the best precision to identify excellent/reasonable quality scans were selected. Results Simplified ISM based on 1, 2, 3 and 4 criteria showed maximum positive predictive values of 95.3% (95.11–95.50) 98.0% (97.87–98.14), 99.3% (99.17–99.35) and 99.7% (99.68–99.79), respectively, to identify excellent/reasonable quality scans. The proportion of excellent/reasonable scans was 2.8 to 16.7% when three criteria among the 8 were insufficient, and 0.17 to 3.95% when four criteria were insufficient. Conclusions The best performing ISM was based on the following four quality criteria: (i) sagittal plane of the NT, (ii) calipers placement for measuring the NT, (iii) image magnification of NT images and (iv) CRL measurement. This score might be the most relevant in clinical practice in the first-trimester screening. [ABSTRACT FROM AUTHOR]

Copyright of Archives of Cardiovascular Diseases is the property of Elsevier B.V. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)