Predicting overall student performance and monitoring progress have attracted more attention in the past five years than before. Demographic data, high school grades and test result constitute much of the data used for building prediction models. This study demonstrates how data from a peer-assessment environment can be used to build student progress prediction models. The possibility for autom...

Educational reformers increasingly seek to manipulate policies regarding assessment, curriculum, and professional development in order to improve instruction. They assume that manipulating these elements of instructional policy will change teachers' practice, which will then improve student performance. We formalize these ideas into a rudimentary model of the relations among instructional polic...

In past decades, student learning outcomes have been evaluated through graded assignments and tests by most paper-based assessment systems. Without a systematic and accurate categorization of test knowledge levels, these commonly used systems are limited to find out the details about student learning outcomes simply through assigned grades, thus cannot determine whether students are attaining o...

This paper reports on a research project in which a group of teachers in a pre-school teacher education programme based at a “satellite” study centre in a distant rural area used a student-centred learning approach as a means to bridge the distance in the social relationship. A qualitative approach was taken that aimed to develop a greater understanding of the teacher-student relationship throu...

Many intelligent educational systems require a component that represents and assesses the knowledge state and the skills of the student. We review how student models can be induced from data and how the skills assessment can be conducted. We show that by relying on graph models with observable nodes, learned student models can be built from small data sets with standard Bayesian Network techniq...

This paper presents a normative pedagogical model that integrates leadership theory, student development, and cognitive/ego development. The fi rst step, assessment of students’ developmental stage/ needs, uses a developmental model to assess students’ developmental and motivational needs. The second step, selection of teaching style, incorporates leadership literature to develop teaching style...

Pharmacy and other health sciences educators have often faced curriculum and assessment issues. However, as expectations for accountability and assessment have continued to grow for higher education institutions, there is increasing concern about the development of assessment plans and the appropriate use of assessment data. A variety of approaches have been used for development of both curricu...