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#assessment — Public Fediverse posts

Live and recent posts from across the Fediverse tagged #assessment, aggregated by home.social.

  1. Gait Assessment and Training System Market in Japan | Report – IndexBox

    Japan Gait Assessment and Training System Market 2026 Analysis and Forecast to 2035 Executive Summary Key Findings Japan’s…
    #EuropeSays #Japan #JP #and #assessment #forecast #gait #marketanalysis #system #Training
    europesays.com/japan/55446/

  2. A quotation from Emerson

    Whoso would be a man, must be a nonconformist. He who would gather immortal palms must not be hindered by the name of goodness, but must explore if it be goodness. Nothing is at last sacred but the integrity of your own mind.

    Ralph Waldo Emerson (1803-1882) American essayist, lecturer, poet
    Essay (1841), “Self-Reliance,” Essays: First Series, No. 2

    More about this quote: wist.info/emerson-ralph-waldo/…

    #quote #quotes #quotation #qotd #emerson #ralphwaldoemerson #assessment #autonomy #conformity #goodness #humanity #integrity #label #liberty #manliness #mind #nonconformist #orthodoxy #questioning #righteousness #sacred #self #validation

  3. A quotation from Emerson

    Whoso would be a man, must be a nonconformist. He who would gather immortal palms must not be hindered by the name of goodness, but must explore if it be goodness. Nothing is at last sacred but the integrity of your own mind.

    Ralph Waldo Emerson (1803-1882) American essayist, lecturer, poet
    Essay (1841), “Self-Reliance,” Essays: First Series, No. 2

    More about this quote: wist.info/emerson-ralph-waldo/…

    #quote #quotes #quotation #qotd #emerson #ralphwaldoemerson #assessment #autonomy #conformity #goodness #humanity #integrity #label #liberty #manliness #mind #nonconformist #orthodoxy #questioning #righteousness #sacred #self #validation

  4. I’ve been struggling with the orthodox response to securing assessments - usually a return to exams and oral assessments. Most of my students study around shift work, rosters, and caring responsibilities as well as time zones.

    I’ve tried to map the alternate approaches that might exist, so we can layer more nuanced assessment approaches:

    harrisroxashealth.com/2026/06/

    #HigherEducation #Assessment #AcademicIntegrity #teaching

  5. I’ve been struggling with the orthodox response to securing assessments - usually a return to exams and oral assessments. Most of my students study around shift work, rosters, and caring responsibilities as well as time zones.

    I’ve tried to map the alternate approaches that might exist, so we can layer more nuanced assessment approaches:

    harrisroxashealth.com/2026/06/

    #HigherEducation #Assessment #AcademicIntegrity #teaching

  6. Although it was already published earlier in 2025, it was a real pleasure to receive the printed copies of ‘Open Educational Resources for and as Assessment’ in the mail today.

    I am grateful to have co-edited this book with Eliana Elkhoury and Travis N. Thurston..

    The book is available to download here: digitalcommons.usu.edu/oer_as_

    #OpenEducationalResources #OER #OpenEducation #Assessment #HigherEducation #OpenPedagogy

  7. Although it was already published earlier in 2025, it was a real pleasure to receive the printed copies of ‘Open Educational Resources for and as Assessment’ in the mail today.

    I am grateful to have co-edited this book with Eliana Elkhoury and Travis N. Thurston..

    The book is available to download here: digitalcommons.usu.edu/oer_as_

    #OpenEducationalResources #OER #OpenEducation #Assessment #HigherEducation #OpenPedagogy

  8. A quotation from Emerson

    Whoso would be a man, must be a nonconformist. He who would gather immortal palms must not be hindered by the name of goodness, but must explore if it be goodness. Nothing is at last sacred but the integrity of your own mind.

    Ralph Waldo Emerson (1803-1882) American essayist, lecturer, poet
    Essay (1841), “Self-Reliance,” Essays: First Series, No. 2

    More about this quote: wist.info/emerson-ralph-waldo/…

    #quote #quotes #quotation #qotd #emerson #ralphwaldoemerson #assessment #goodness #integrity #label #liberty #mind #nonconformist #questioning #righteousness #sacred #self #validation #orthodoxy

  9. A quotation from Emerson

    Whoso would be a man, must be a nonconformist. He who would gather immortal palms must not be hindered by the name of goodness, but must explore if it be goodness. Nothing is at last sacred but the integrity of your own mind.

    Ralph Waldo Emerson (1803-1882) American essayist, lecturer, poet
    Essay (1841), “Self-Reliance,” Essays: First Series, No. 2

    More about this quote: wist.info/emerson-ralph-waldo/…

    #quote #quotes #quotation #qotd #emerson #ralphwaldoemerson #assessment #goodness #integrity #label #liberty #mind #nonconformist #questioning #righteousness #sacred #self #validation #orthodoxy

  10. ‏هيئة البث عن مسؤول إسرائيلي: تقديراتنا تشير إلى عدم تقديم #طهران تنازلات في #المفاوضات. التلفزيون الإيراني: #الأمريكيون ما زالوا يصرون على #مطالب #مفرطة خلال #التفاوض.

    The Israeli official told #broadcasting authority: Our #assessment indicates that #Tehran is not willing to make #concessions in the #negotiations. Iranian TV: The #Americans continue to insist on #excessive demands during the #talks.

  11. A quotation from Joseph Addison

       If men of eminence are exposed to censure on one hand, they are as much liable to flattery on the other. If they receive reproaches which are not due to them, they likewise receive praises which they do not deserve. In a word, the man in a high post is never regarded with an indifferent eye, but always considered as a friend or an enemy. For this reason persons in great stations have seldom their true characters drawn till several years after their deaths. Their personal friendships and enmities must cease, and the parties they were engaged in be at an end, before their faults or their virtues can have justice done them. When writers have the least opportunity of knowing the truth, they are in the best disposition to tell it.
       It is therefore the privilege of posterity to adjust the characters of illustrious persons, and to set matters right between those antagonists who by their rivalry for greatness divided a whole age into factions.

    Joseph Addison (1672-1719) English essayist, poet, statesman
    Essay (1711-06-26), The Spectator, No. 101

    More about this quote: wist.info/addison-joseph/83215…

    #quote #quotes #quotation #qotd #josephaddision #assessment #biography #condemnation #criticism #critics #factions #flattery #greatman #greatperson #greatness #history #loyalists #perspective #posterity #praise #divisiveness

  12. A quotation from Joseph Addison

       If men of eminence are exposed to censure on one hand, they are as much liable to flattery on the other. If they receive reproaches which are not due to them, they likewise receive praises which they do not deserve. In a word, the man in a high post is never regarded with an indifferent eye, but always considered as a friend or an enemy. For this reason persons in great stations have seldom their true characters drawn till several years after their deaths. Their personal friendships and enmities must cease, and the parties they were engaged in be at an end, before their faults or their virtues can have justice done them. When writers have the least opportunity of knowing the truth, they are in the best disposition to tell it.
       It is therefore the privilege of posterity to adjust the characters of illustrious persons, and to set matters right between those antagonists who by their rivalry for greatness divided a whole age into factions.

    Joseph Addison (1672-1719) English essayist, poet, statesman
    Essay (1711-06-26), The Spectator, No. 101

    More about this quote: wist.info/addison-joseph/83215…

    #quote #quotes #quotation #qotd #josephaddision #assessment #biography #condemnation #criticism #critics #factions #flattery #greatman #greatperson #greatness #history #loyalists #perspective #posterity #praise #divisiveness

  13. USGS CoNED (TopoBathy) WebMap Viewer & (Open) Data Downloader
    --
    topotools.cr.usgs.gov/topobath <-- shared Viewer webmap & download selector
    --
    usgs.gov/coastal-changes-and-i <-- shared USGS CoNED overview/entry page
    --
    [I used to shore dive in the Straits Of Juan de Fucca, Washington State side, and Crescent Lake - so I chose that area as a CoNED example to explore; good memories, including of the 18 Wheeler Burger with pie & coffee in Joyce, WA on drizzly days]
    ,
    @USGS

  14. "Most researchers would receive more recognition if assessed by article-level metrics than by journal-level metrics."
    journals.plos.org/plosbiology/

    PS: It's important to add that article-level metrics are preferable anyway. This is true whether we use citation metrics to measure impact or misuse them to measure quality.

    #Assessment #COARA #DORA #JIF

  15. "Most researchers would receive more recognition if assessed by article-level metrics than by journal-level metrics."
    journals.plos.org/plosbiology/

    PS: It's important to add that article-level metrics are preferable anyway. This is true whether we use citation metrics to measure impact or misuse them to measure quality.

    #Assessment #COARA #DORA #JIF

  16. I applaud the new #StockholmDeclaration for the reform of academic publishing.
    royalsocietypublishing.org/doi

    It calls for action on four high-level principles, and makes 34 specific recommendations under those four heads. Here are the four:

    "(i) Academia should resume control of publishing using non-profit publishing models (e.g. diamond open-access). (ii) Adjust incentive systems to merit quality, not quantity, in a reputation economy where the gaming of publication numbers and citation metrics distorts the perception of academic excellence. (iii) Implement mechanisms to prevent and detect fake publications and fraud which are independent of publishers. (iv) Draft and implement legislations, regulations and policies to increase publishing quality and integrity."

    I just signed it and hope you will too. When you sign, you can weigh in separately on each of the 34 specific recommendations.
    sciii-it.org/stockholm-declara

    #AI #Assessment #DiamondOA #GreenOA #Integrity #Nonprofit #OpenAccess #OpenInfrastructure #OpenSource #Publishing #Repositories #RightsRetention #ScholComm

  17. I applaud the new #StockholmDeclaration for the reform of academic publishing.
    royalsocietypublishing.org/doi

    It calls for action on four high-level principles, and makes 34 specific recommendations under those four heads. Here are the four:

    "(i) Academia should resume control of publishing using non-profit publishing models (e.g. diamond open-access). (ii) Adjust incentive systems to merit quality, not quantity, in a reputation economy where the gaming of publication numbers and citation metrics distorts the perception of academic excellence. (iii) Implement mechanisms to prevent and detect fake publications and fraud which are independent of publishers. (iv) Draft and implement legislations, regulations and policies to increase publishing quality and integrity."

    I just signed it and hope you will too. When you sign, you can weigh in separately on each of the 34 specific recommendations.
    sciii-it.org/stockholm-declara

    #AI #Assessment #DiamondOA #GreenOA #Integrity #Nonprofit #OpenAccess #OpenInfrastructure #OpenSource #Publishing #Repositories #RightsRetention #ScholComm

  18. Generative AI in Physics?

    As a new academic year approaches we are thinking about updating our rules for the use of Generative AI by physics students. The use of GenAI for writing essays, etc, has been a preoccupation for many academic teachers. Of course in Physics we ask our students to write reports and dissertations, but my interest in what we should do about the more mathematical and/or computational types of work. A few years ago I looked at how well ChatGPT could do our coursework assignments, especially Computational Physics, and it was hopeless. Now it’s much better, though still by no means flawless, and now there are also many other variants on the table.

    The basic issue here relates to something that I have mentioned many times on this blog, which is the fact that modern universities place too much emphasis on assessment and not enough on genuine learning. Students may use GenAI to pass assessments, but if they do so they don’t learn as much as they would had they done the working out themselves. In the jargon, the assessments are meant to be formative rather than purely summative.

    There is a school of thought that has the opinion that formative assessments should not gain credit at all in the era of GenAI since “cheating” is likely to be widespread. The only secure method of assessment is through invigilated written examinations. Students will be up in arms if we cancel all the continuous assessment (CA), but a system based on 100% written examinations is one with which those of us of a certain age are very familiar.

    Currently, most of our modules in theoretical physics in Maynooth involve 20% coursework and 80% unseen written examination. That is enough credit to ensure most students actually do the assignments, but the real purpose is that the students learn how to solve the sort of problems that might come up in the examination. A student who gets ChatGPT to do their coursework for them might get 20%, but they won’t know enough to pass the examination. More importantly they won’t have learnt anything. The learning is in the doing. It is the same for mathematical work as it is in a writing task; the student is supposed to think about the subject not just produce an essay.

    Another set of issues arises with computational and numerical work. I’m currently teaching Computational Physics, so am particularly interested in what rules we might adopt for that subject. A default position favoured by some is that students should not use GenAI at all. I think that would be silly. Graduates will definitely be using CoPilot or whatever if they write code in the world outside university so we should teach them how to use it properly and effectively.

    In particular, such methods usually produce a plausible answer, but how can a student be sure it is correct? It seems to me that we should place an emphasis on what steps a student has taken to check an answer, which of course they should do whether they used GenAI or did it themselves. If it’s a piece of code to do a numerical integration of a differential equation, for example, the student should test it using known analytic solutions to check it gets them right. If it’s the answer to a mathematical problem, one can check whether it does indeed solve the original equation (with the appropriate boundary conditions).

    Anyway, my reason for writing this piece is to see if anyone out there reading this blog has any advice to share, or even a link to their own Department’s policy on the use of GenAi in physics for me to copy adapt for use in Maynooth! My backup plan is to ask ChatGPT to generate an appropriate policy…

    #assessment #ChatGPT #Copilot #education #FormativeAssessment #GenAI #generativeAI #Physics #SummativeAssessment #theoreticalPhysics

  19. Generative AI in Physics?

    As a new academic year approaches we are thinking about updating our rules for the use of Generative AI by physics students. The use of GenAI for writing essays, etc, has been a preoccupation for many academic teachers. Of course in Physics we ask our students to write reports and dissertations, but my interest in what we should do about the more mathematical and/or computational types of work. A few years ago I looked at how well ChatGPT could do our coursework assignments, especially Computational Physics, and it was hopeless. Now it’s much better, though still by no means flawless, and now there are also many other variants on the table.

    The basic issue here relates to something that I have mentioned many times on this blog, which is the fact that modern universities place too much emphasis on assessment and not enough on genuine learning. Students may use GenAI to pass assessments, but if they do so they don’t learn as much as they would had they done the working out themselves. In the jargon, the assessments are meant to be formative rather than purely summative.

    There is a school of thought that has the opinion that formative assessments should not gain credit at all in the era of GenAI since “cheating” is likely to be widespread. The only secure method of assessment is through invigilated written examinations. Students will be up in arms if we cancel all the continuous assessment (CA), but a system based on 100% written examinations is one with which those of us of a certain age are very familiar.

    Currently, most of our modules in theoretical physics in Maynooth involve 20% coursework and 80% unseen written examination. That is enough credit to ensure most students actually do the assignments, but the real purpose is that the students learn how to solve the sort of problems that might come up in the examination. A student who gets ChatGPT to do their coursework for them might get 20%, but they won’t know enough to pass the examination. More importantly they won’t have learnt anything. The learning is in the doing. It is the same for mathematical work as it is in a writing task; the student is supposed to think about the subject not just produce an essay.

    Another set of issues arises with computational and numerical work. I’m currently teaching Computational Physics, so am particularly interested in what rules we might adopt for that subject. A default position favoured by some is that students should not use GenAI at all. I think that would be silly. Graduates will definitely be using CoPilot or whatever if they write code in the world outside university so we should teach them how to use it properly and effectively.

    In particular, such methods usually produce a plausible answer, but how can a student be sure it is correct? It seems to me that we should place an emphasis on what steps a student has taken to check an answer, which of course they should do whether they used GenAI or did it themselves. If it’s a piece of code to do a numerical integration of a differential equation, for example, the student should test it using known analytic solutions to check it gets them right. If it’s the answer to a mathematical problem, one can check whether it does indeed solve the original equation (with the appropriate boundary conditions).

    Anyway, my reason for writing this piece is to see if anyone out there reading this blog has any advice to share, or even a link to their own Department’s policy on the use of GenAi in physics for me to copy adapt for use in Maynooth! My backup plan is to ask ChatGPT to generate an appropriate policy…

    #assessment #ChatGPT #Copilot #education #FormativeAssessment #GenAI #generativeAI #Physics #SummativeAssessment #theoreticalPhysics

  20. A quotation from Joseph Addison

    Persons in great stations have seldom their true characters drawn till several years after their deaths. Their personal friendships and enmities must cease, and the parties they were engaged in be at an end, before their faults or their virtues can have justice done to them.

    Joseph Addison (1672-1719) English essayist, poet, statesman
    Essay (1711-06-26), The Spectator, No. 101

    Sourcing, notes: wist.info/addison-joseph/77666…

    #quote #quotes #quotation #qotd #josephaddison #perspective #assessment #biography #history #legacy #objectivity #perspective #posterity #retrospect