scholarly journals A call to action: a systematic review of ethical and regulatory issues in using process data in educational assessment

2021 ◽  
Vol 9 (1) ◽  
Author(s):  
Damian Murchan ◽  
Fazilat Siddiq
Keyword(s):  
Code Of Ethics ◽  
Empirical Studies ◽  
Educational Assessment ◽  
Process Data ◽  
Regulatory Requirements ◽  
Call To Action ◽  
Regulatory Issues ◽  
Computer Based ◽  
K 12 ◽  
Privacy Issues

AbstractAnalysis of user-generated data (for example process data from logfiles, learning analytics, and data mining) in computer-based environments has gained much attention in the last decade and is considered a promising evolving field in learning sciences. In the area of educational assessment, the benefits of such data and how to exploit them are increasingly emphasised. Even though the use of process data in assessment holds significant promise, the ethical and regulatory implications associated with it have not been sufficiently considered. To address this issue and to provide an overview of how ethical and regulatory requirements interface with process data from assessments in primary and secondary education (K-12), we conducted a systematic literature review. Initial results showed that few studies considered ethical, privacy and regulatory issues in K-12 assessment, prompting a widening of the search criteria to include research in higher education also, which identified 22 studies. The literature that was relevant to our research questions represented an approximate balance in the number of theoretical and empirical studies. The studies identified as relevant interpret issues of privacy largely in terms of informed consent and the research pays little attention to ethical and privacy issues in the use of process data in assessment. The implications for the field of educational assessment and the use of process data are discussed. This includes the need to develop a specific code of ethics to govern the use of process- and logfile data in educational assessment.

scholarly journals A Bibliometric and Visual Analysis of Rural Development Research

2021 ◽  
Vol 13 (11) ◽  
pp. 6136
Author(s):  
Ying Lu ◽  
Walter Timo de Vries
Keyword(s):  
Rural Development ◽  
Visual Analysis ◽  
Empirical Studies ◽  
Development Research ◽  
Knowledge Domains ◽  
Research Fields ◽  
Literature Reviews ◽  
Collection Data ◽  
Computer Based ◽  
Changing Knowledge

Rural development research integrates numerous theoretical and empirical studies and has evolved over the past few decades. However, few systematic literature reviews have explored the changing landscape. This study aims to obtain an overview of rural development research by applying a bibliometric and visual analysis. In this paper, we introduce four computer-based software tools, including HistCite™, CiteSpace, VOSviewer, and Map and Alluvial Generator, to help with data collection, data analysis, and visualization. The dataset consists of 6968 articles of rural development research, which were downloaded from the database Web of Science. The period covers 1957 to 2020 and the analysis units include journals, categories, authors, references, and keywords. Co-occurrence and co-citation analysis are conducted, and the results are exported in the format of networks. We analyze the trends of publications and explore the discipline distribution and identify the most influential authors and articles at different times. The results show that this field of study has attracted progressively more scholars from a variety of research fields and has become multidisciplinary and interdisciplinary. The changing knowledge domains of rural development research also reflect the dynamics and complexity of rural contexts.

scholarly journals Mapping the Landscape and Structure of Research on Education for Sustainable Development: A Bibliometric Review

2020 ◽  
Vol 12 (5) ◽  
pp. 1947 ◽  
Author(s):  
Philip Hallinger ◽  
Vien-Thong Nguyen
Keyword(s):  
Sustainable Development ◽  
Knowledge Base ◽  
English Language ◽  
Current Knowledge ◽  
Empirical Studies ◽  
Education For Sustainable Development ◽  
Intellectual Structure ◽  
Geographic Diversification ◽  
The Past ◽  
K 12

This systematic review of research used science mapping as a means of analyzing the knowledge base on education for sustainable development (ESD) in K-12 schooling. The review documented the size, growth trajectory and geographic distribution of this literature, identified high impact scholars and documents, and visualized the “intellectual structure” of the field. The database examined in this review consisted of 1842 English language, Scopus-indexed documents published between 1990 and 2018. The review found that the knowledge base on ESD has grown dramatically over the past 30 years, with a rapidly accelerating rate of publication in the past decade. Although the field has been dominated by scholarship from Anglo-American_European nations, there is evidence of increasing geographic diversification of the ESD knowledge base over the past 15 years. Citation analyses identified authors who have had a significant influence on the development of this literature. Author co-citation analysis revealed three “schools of thought” that comprise the “intellectual structure” of this knowledge base: Education for Sustainable Development, Developing a Sustainability Mindset, Teaching and Learning for Sustainability. Document content analyses led to the conclusion that the current knowledge base is heavily weighted towards critical, descriptive and prescriptive papers, with an insufficient body of analytical empirical studies. Several recommendations are offered for strengthening this literature.

Service-learning effects on student civic engagement and community - A case study from India

2021 ◽  
pp. 174619792110413
Author(s):  
Siamack Zahedi ◽  
Rhea Jaffer ◽  
Camille L Bryant ◽  
Kala Bada
Keyword(s):  
Middle School ◽  
Service Learning ◽  
Civic Engagement ◽  
Focus Groups ◽  
Empirical Studies ◽  
Educational Policies ◽  
Learning Effects ◽  
School Classroom ◽  
K 12

The development of student civic engagement has featured in Indian educational policies for decades as a critical goal of schooling. However, the narrowness of the prescribed K-12 curricula, and the intense focus on competitive exams, do not support such an outcome. To overcome this problem, ABC School in India decided to pilot service-learning in its middle-school classroom. The idea was to assess the effects of such a program on students and the community’s welfare. Analysis of data from surveys, focus groups, and interviews showed that the service-learning project might have supported increased civic engagement in some students while also enhancing the welfare of the community served. No prior peer-reviewed empirical studies have been published on the nature and effects of service-learning at schools in India.

Comparability of Computer-Based and Paper-and-Pencil Testing in K–12 Reading Assessments

2007 ◽  
Vol 68 (1) ◽  
pp. 5-24 ◽  
Author(s):  
Shudong Wang ◽  
Hong Jiao ◽  
Michael J. Young ◽  
Thomas Brooks ◽  
John Olson
Keyword(s):  
Reading Assessments ◽  
Computer Based ◽  
Paper And Pencil ◽  
K 12

scholarly journals Code to Learn: Where Does It Belong in the K-12 Curriculum?

10.28945/3521 ◽  
2016 ◽  
Vol 15 ◽  
pp. 283-303 ◽  
Author(s):  
Jesús Moreno León ◽  
Gregorio Robles ◽  
Marcos Román-González
Keyword(s):  
Social Studies ◽  
Empirical Studies ◽  
Early Age ◽  
School Subjects ◽  
Research Designs ◽  
Quasi Experimental ◽  
The Subject ◽  
K 12 ◽  
The Impact ◽  
Grade Classroom

The introduction of computer programming in K-12 has become mainstream in the last years, as countries around the world are making coding part of their curriculum. Nevertheless, there is a lack of empirical studies that investigate how learning to program at an early age affects other school subjects. In this regard, this paper compares three quasi-experimental research designs conducted in three different schools (n=129 students from 2nd and 6th grade), in order to assess the impact of introducing programming with Scratch at different stages and in several subjects. While both 6th grade experimental groups working with coding activities showed a statistically significant improvement in terms of academic performance, this was not the case in the 2nd grade classroom. Notable disparity was also found regarding the subject in which the programming activities were included, as in social studies the effect size was double that in mathematics.

scholarly journals Computer-based nursing education: An integrative review of empirical studies

2012 ◽  
Vol 2 (3) ◽  
Author(s):  
Juan Manuel Carrillo de Gea ◽  
José Luis Fernández Alemán ◽  
Ana Belén Sánchez García
Keyword(s):  
Nursing Education ◽  
Empirical Studies ◽  
Integrative Review ◽  
Computer Based

scholarly journals Envisioning AI for K-12: What Should Every Child Know about AI?

2019 ◽  
Vol 33 ◽  
pp. 9795-9799 ◽  
Author(s):  
David Touretzky ◽  
Christina Gardner-McCune ◽  
Fred Martin ◽  
Deborah Seehorn
Keyword(s):  
Artificial Intelligence ◽  
Science Teachers ◽  
Working Group ◽  
National Standards ◽  
National Guidelines ◽  
Call To Action ◽  
The Public ◽  
Online Resource ◽  
Teachers And Students ◽  
K 12

The ubiquity of AI in society means the time is ripe to consider what educated 21st century digital citizens should know about this subject. In May 2018, the Association for the Advancement of Artificial Intelligence (AAAI) and the Computer Science Teachers Association (CSTA) formed a joint working group to develop national guidelines for teaching AI to K-12 students. Inspired by CSTA's national standards for K-12 computing education, the AI for K-12 guidelines will define what students in each grade band should know about artificial intelligence, machine learning, and robotics. The AI for K-12 working group is also creating an online resource directory where teachers can find AI- related videos, demos, software, and activity descriptions they can incorporate into their lesson plans. This blue sky talk invites the AI research community to reflect on the big ideas in AI that every K-12 student should know, and how we should communicate with the public about advances in AI and their future impact on society. It is a call to action for more AI researchers to become AI educators, creating resources that help teachers and students understand our work.

Enhancing ‘Fit' of Health Information Systems Design Through Practice Support

2010 ◽  
pp. 50-66 ◽  
Author(s):  
Craig E. Kuziemsky
Keyword(s):  
Information Systems ◽  
Severe Pain ◽  
Empirical Studies ◽  
Systems Design ◽  
Healthcare Setting ◽  
Design And Implementation ◽  
Empirical Level ◽  
Computer Based ◽  
Information Practice

The design and implementation of healthcare information systems (HIS) is problematic as many HIS projects do not achieve the desired outcomes. There exist a number of theories to enhance our ability to successfully develop HIS. Examples of such theories include ‘fit’ and the sociotechnical approach. However, there are few empirical studies that illustrate how to understand and operationalize such theories at the empirical level needed for HIS design. This chapter introduces a practice support framework that bridges the gap between the theoretical and empirical aspects of HIS design by identifying specific process and information practice supports that need to be considered to actively produce fit of an HIS within a healthcare setting. The chapter also provides an empirical case study of how practice support was used to develop a computer based tool in the domain area of palliative care severe pain management.

How Teachers Use Instructional Design in Real Classrooms

2005 ◽  
pp. 1344-1348
Author(s):  
Patricia L. Rogers
Keyword(s):  
Virtual Reality ◽  
Instructional Design ◽  
Teaching And Learning ◽  
Instructional Media ◽  
Virtual Reality Technology ◽  
Post Secondary ◽  
Back Seat ◽  
Learning Practices ◽  
Computer Based ◽  
K 12

From filmstrips and mimeographs, to computer-based simulations and virtual reality, technology seems to dominate teachers’ lives as they master the new instructional media for use in their classrooms. Good teaching and learning practices tend to take a back seat while the focus on mastery of the technology reduces teaching into basic presentations and lectures, a format most easily controlled by the instructor. While most pre-K-12 and post-secondary instructors do develop effective courses in which students learn, many would be hard pressed to describe how they arrive at certain goals and teaching strategies.

English Learners in K–12 Mathematics Education: A Review of the Literature

2018 ◽  
Vol 88 (6) ◽  
pp. 879-919 ◽  
Author(s):  
Zandra de Araujo ◽  
Sarah A. Roberts ◽  
Craig Willey ◽  
William Zahner
Keyword(s):  
Mathematics Education ◽  
English Learners ◽  
Teaching And Learning ◽  
Empirical Studies ◽  
Future Research ◽  
Sociocultural Perspective ◽  
Mathematics Classrooms ◽  
Persistent Pattern ◽  
Mathematics Teaching And Learning ◽  
K 12

Alongside the increased presence of students classified as English learners (ELs) in mathematics classrooms exists a persistent pattern of the marginalization of ELs. Educators have sought research to identify how to provide ELs with high-quality mathematics education. Over the past two decades, education researchers have responded with increased attention to issues related to the teaching and learning of mathematics with ELs. In this review we analyzed literature published between 2000 and 2015 on mathematics teaching and learning with K–12 ELs. We identified 75 peer-reviewed, empirical studies related to the teaching and learning of mathematics with ELs in Grades K–12 and categorized the studies by focus (Learning, Teaching, and Teacher Education). We synthesize the results of these studies through the lens of a sociocultural perspective on language in mathematics. We then discuss avenues for future research and calls to action based on the extant body of literature.

Sign in / Sign up

Export Citation Format

Share Document