306 Matching Annotations
  1. Mar 2024
    1. Die Europäische Umweltagentur hat ihren ersten Klimarisiko-Bericht veröffentlicht. Von 36 Risiken erfordern 21 sofortiges Handeln, acht mit besonderer Dringlichkeit. Insgesamt sei Europa bei weitem nicht ausreichend auf die Risiken der globalen Erhitzung vorbereitet, die in Südeuropa am bedrohlichsten seien. Europa ist der von der Erhitzung am stärksten betroffene Kontinent. https://www.derstandard.de/story/3000000211032/eu-muss-sich-auf-katastrophale-folgen-des-klimawandels-vorbereiten

      Bericht: https://www.eea.europa.eu/publications/european-climate-risk-assessment

  2. Feb 2024
  3. Jan 2024
  4. Dec 2023
  5. Oct 2023
  6. May 2023
    1. Citation impact indicators play a relevant role in the evaluation of researchers’ scientific production and can influence research funding and future research outputs. The H-index is widely used in this regard, in spite of several shortcomings such as not considering the actual contribution of each author, the number of authors, their overall scientific production and the scientific quality of citing articles. Several authors have highlighted some of these limits. Alternative systems have been proposed but have gained less fortune.In order to show that fairer criteria to assess researchers’ scientific impact can be achieved, a workable example is presented through a novel method, integrating the aforementioned elements by using information available in bibliographic databases.A better, merit-based proxy measure is warranted and can be achieved, although a perfect score without shortcomings is a chimera. Any proposal on a new measure would require clear reasoning, easy math and a consensus between publishers, considering researchers’ and research funders’ point of view. In any case, the relevance of authors’ scientific achievements cannot be adequately represented by a quantitative index only, and qualitative judgements are also necessary. But the time is ripe to make decisions on a fairer, although proxy, measure of scientific outputs.

      My complete review:

      Take Off Your Mask

      I genuinely appreciate the dedicated effort put into developing a new approach for measuring citations. However, I respectfully disagree with the effectiveness of the h-index as a reliable metric, and I believe that proposing a new metric that closely resembles it may not address the existing flaws adequately. Furthermore, I strongly advocate for the inclusion of qualitative measurements alongside quantitative ones, as I believe a comprehensive evaluation should consider both aspects.

      Sketchnote the "Wall of Metric" by Dasapta Erwin Irawan to showcase the small playground of researchers/scientists that is filled with self-centered indicators.

      The h-index is a simplified measure that counts the number of papers that have been published by a researcher, and the number of times those papers have been cited. However, it is a flawed measure because it does not directly take into account the quality of the papers that have been published. A researcher could have a high h-index by publishing a large number of papers that are not very well-cited, or by publishing a small number of papers that are very well-cited.

      Publication as new currency

      I believe that it is important to include qualitative measurements in addition to quantitative measurements. Qualitative measurements can be used to assess the impact of a researcher's work, and the quality of the work that has been published. For example, qualitative measurements could be used to assess the impact of a researcher's work on other researchers, or the impact of a researcher's work on the field of science.

      I believe that a new measure of citation should include both quantitative and qualitative measurements. This would allow for a more accurate and reliable assessment of a researcher's impact.

      Chasing Liberty

      I would like to suggest that the new measure of citation should include the following qualitative measurements:

      • The impact of the researcher's work on other researchers.
      • The impact of the researcher's work on the field of science.
      • The quality of the researcher's work.

      With the advancement of technology, we now have the capability to utilize applications such as Open Knowledge Maps, Scite, or Vosviewer to explore the context of citations, their interconnectedness within a network, and the specific keywords employed in the citing manuscripts.

      I believe that these qualitative measurements would provide a more accurate and reliable assessment of a researcher's impact than the h-index alone.

      About the #TakeOffYourMask I would like to introduce the idea of a hashtag called #TakeOffYourMask as a symbol of my commitment to challenging the reliance on prestige-based assessments, such as the h-index, and embracing a more authentic representation of our research endeavors.

      Take Off Your Mask

    1. They get points here and there. I think it incentivizes them more than if you had known points. It's one of those things. Extrinsic motivation. Intrinsic motivation. It's a great debate to have but. Maybe having a little bit a little bit not 50% of their grade, but five. Something really small, I think is enough to get them to pay attention. Oh, this is part of the. Learning process as opposed to thinking. Okay. What is the grade? Oh, it's 50%. This okay. That's all Jeremy D.I need to pay attention to. Right. Start paying attention right before the Viranga P.midterm, because Nothing, right? Yeah. That's the downside. If you make the whole course grade because people will advocate for that, people will say, okay, the grade should be based on demonstrating learning, not activities, right. There's a school of thought that way. Okay. So if you do that, then midterms and the final is the whole grade. Essentially, maybe homework. Then that's when they are going to pay attention to it. Right. So they might pay attention when the homework is you. But they're largely going to be disengaged till midterm one shows up and go, oh, I have to study from interim one, but by that time. It's not one of those classes. You can't do that in physics. You can't just do it three Jeremy D.days Viranga P.before. I've Jeremy D.been there Viranga P.thinking I could do that. Jeremy D.Yeah. You can't do it with. I should have been Viranga P.going to lecture. Yeah. So I think it's one of those things where it's a tricky balance. But to say, look. You have to show up and if it helps here's 5% to help you come

      Why assign formative assessments/activities ahead of midterm, etc.

  7. Apr 2023
    1. Eine n neue Studie untersucht, am welchen stehen der Erde ein Risiko für extreme Hitzewellen versteht, ohne dass es bisher dazu gekommen ist. Bei diesen Gebieten, zu denen sich Deutschland und die Benelux-Staaten gehören, besteht die Gefahr, dass sie sich unzureichend auf Extremereignisse vorbereiten. https://www.nytimes.com/2023/04/25/climate/extreme-heat-waves.html

  8. Feb 2023
  9. Dec 2022
    1. Universally accepted assessments ordemonstration opportunities, particularlyfor softer skills, could help learners andworkers validate any type of skill withoutbeing told that they will have to “go backand get a degree” before being consideredfor professional track careers

      Universally accepted assessments can also add trust to college and university credentials. There is merit to the notion that higher ed institutions have a conflict of interest when it comes to serving as both learning provider and validator of that learning.

    1. Credential criteria that should be included in quality standards:● Degree and granularity to which an organization documents student or employeelearning outcomes● Degree to which organizations provide users ownership of this data by issuing them asverifiable credentials● Degree to which issued credentials use standards that can be verified and validated byemployers and other actors

      Credential quality and assessment.

  10. Nov 2022
    1. publishedassessment procedures,

      Transparency about the assessment procedure for determining if an learner has earned a credential adds trust to the credential.

  11. Oct 2022
    1. An assessment method for algorithms. In een sessie werd dit genoemd in combinatie met IAMA als methoden voor assessment.

    1. Impact assessments: Law 25 is broad and requires a PIR to be carried out whenever conditions are met, regardless of the level of risk. The GDPR is less stringent, only requiring assessments in cases where processing is likely to result in a ‘high risk’ to rights and freedoms. Because the CCPA does not specifically focus on accountability-related obligations, it does not mandate impact assessments.
  12. Aug 2022
    1. Test ways to build earned credentials (certificates, badges, coursework) into degrees; build banks of experience (on-the-job training, internships) that earn credit; admit students simultaneously to two- and four-year institutions; guarantee transfer agreements so students don’t take numerous courses that don’t transfer into a four-year degree; set goals for meaningful employment upon graduation; and work collectively to measure our progress and hold ourselves accountable for the outcome.
  13. Jul 2022
  14. bafybeiapea6l2v2aio6hvjs6vywy6nuhiicvmljt43jtjvu3me2v3ghgmi.ipfs.dweb.link bafybeiapea6l2v2aio6hvjs6vywy6nuhiicvmljt43jtjvu3me2v3ghgmi.ipfs.dweb.link
    1. evers and leverage points fortransformative changeOur assessment—the most comprehensive car-ried out to date, including the nexus analysisof scenarios and an expert input process withliterature reviews—revealed clearly that re-versing nature’s ongoing decline (100) whilealso addressing inequality will require trans-formative change, namely a fundamental,system-wide reorganization across techno-logical, economic, and social factors, makingsustainability the norm rather than the altru-istic exception.

      Transformative change is required across all aspects of society. With such short time windows, leverage points become critical.

  15. Jun 2022
  16. bafybeiccxkde65wq2iwuydltwmfwv733h5btvyrzqujyrt5wcfjpg4ihf4.ipfs.dweb.link bafybeiccxkde65wq2iwuydltwmfwv733h5btvyrzqujyrt5wcfjpg4ihf4.ipfs.dweb.link
    1. Designing policy for climate change requires analyses which integrate the interrelationshipbetween the economy and the environment. We argue that, despite their dominance in theeconomics literature and influence in public discussion and policymaking, the methodologyemployed by Integrated Assessment Models (IAMs) rests on flawed foundations, which becomeparticularly relevant in relation to the realities of the immense risks and challenges of climatechange, and the radical changes in our economies that a sound and effective response require. Weidentify a set of critical methodological problems with the IAMs which limit their usefulness anddiscuss the analytic foundations of an alternative approach that is more capable of providinginsights into how best to manage the transition to net-zero emissions

      The claim of this paper is that the current (2022) Integrated Assessment Models (IAMs) used by IPCC and therefore policymakers is inadequate due to shortcomings in predicting risk. The paper offers the analytic foundations for an alternative model.

  17. May 2022
    1. I explore how moves towards ‘objective’ data as the basis for decision-making orientated teachers’ judgements towards data in ways that worked to standardise judgement and exclude more multifaceted, situated and values-driven modes of professional knowledge that were characterised as ‘human’ and therefore inevitably biased.

      But, aren't these multifaceted, situated, and values-driven modes also constituted of data? Isn't everything represented by data? Even 'subjective' understanding of the world is articulated as data.

      Is there some 'standard' definition of data that I'm not aware of in the context of this domain?

    2. Frequent testing to monitor children’s ‘expected progress’ through a tightly defined curriculum reflects a limited view of how children learn, in which children are seen as “functional machines” who should all automatically progress at the same rate (Llewellyn, 2016).

      This seems like an over-reach. There's nothing about testing that inherently implies that students 'should' progress at the same rate.

  18. Apr 2022
  19. Feb 2022
    1. Meaghan Kall. (2022, February 17). BA.2 risk assessment New this week is upgrading Immune Evasion—Amber 🟨 from low to moderate that BA.2 is antigentically different to BA.1 Unsurprising given the mutation profile, with BA.2 slightly more immune evasive than BA.1 on neuts studies https://t.co/n6DWtiRaNH [Tweet]. @kallmemeg. https://twitter.com/kallmemeg/status/1494100170195312646

  20. Jan 2022
    1. Assessment of the environmental impacts of conservation practices for reporting at the regional and national scales. • �Continue CEAP activities designed to estimate environmental benefits of conservation practices and programs. • �Develop a framework for reporting impacts of conservation practices and programs in terms of ecosystem services. • �Identify future conservation requirements and provide information for setting national and regional priorities. • �Expand assessment capabilities to address potential impacts of changes in agricultural land use and policy and define necessary conservation programs to meet new environmental challenges brought about by alternative land use or policy changes.
    2. Three principal themes will guide CEAP investments and activities in the future (Maresch et al. 2008): 1. �Research addressing effective and efficient implementation of conservation practices and programs to meet environmental goals and enhance environmental quality. • �Continue and expand CEAP research projects on the effects and benefits of conservation practices for soil and water quality at the watershed and landscape scales. • �Implement a new research and assessment initiative for grazing lands designed to provide scientific evidence for implementation of conservation practices at the landscape scale. • �Determine the critical processes and attributes to be measured at the appropriate landscape position for evaluation of environmental benefits. • �Expand the scope of assessment to include evaluation of a full suite of ecosystem services influenced by conservation practices and programs.
    3. CEAP products would have wide utility for diverse stakeholders within the conservation community. CEAP has evolved into an assessment and research initiative directed at determining not only the impacts of conservation practices, but also evaluating procedures to more effectively manage agricultural landscapes in order to address environmental quality goals at local, regional, and national scales (Maresch et al. 2008).
    1. The USDA engaged the Soil and Water Conservation Society in 2005 to assemble a panel of university scientists and conservation community leaders to recommend the most effective, proactive, and scientifically credible CEAP activities—thereby ensuring that
    2. A secondary goal of CEAP is to establish a framework for assessing and reporting the full suite of ecosystem services impacted by various conservation practices. Ecosystem services represent the benefits that ecological processes convey to human societies and the natural environment. For example, agricultural lands provide flood and drought mitigation, water and air purification, biodiversity, carbon sequestration, nutrient cycling, and aesthetics and recreation, in addition to the primary agricultural commodities produced. These ecosystem services are often taken for granted and unpriced or underpriced by the marketplace. Research and assessment activities will be integrated within CEAP to provide a scientific foundation for assessing the extent to which ecosystem services are enhanced by conservation practices and programs.
    3. quality of managed lands. CEAP is focused on establishing principles to guide cost-effective conservation practices at landscape scales and to achieve multiple environmental quality goals by placing specified conservation practices or combinations of complementary practices at appropriate locations on the landscape to maximize their effectiveness. CEAP is also developing science-based guidance, information, and decision support tools to determine the appropriate practices to be implemented at various locations on the landscape and to provide conservation program managers with a blueprint for delivery of science-based and cost-effective conservation programs (Duriancik et al. 2008).
    1. The Conservation Effects Assessment (Mausbach and Dedrick 2004). Project (CEAP) is a unique, multiagency effort designed to quantify conservation effects and to determine how conservation practices can be most effectively designed and implemented to protect and enhance environmental quality (Duriancik et al. CeaP Goals The primary goal of CEAP is to strengthen the scientific foundation underpinning conservation programs to protect and enhance environmental Rangelands represent non-cultivated, non-forested land that is extensively managed with ecological principles. (Photo: David Briske) 2008). CEAP was jointly initiated in 2003 by the Natural Resources Conservation Service (NRCS) in partnership with the Agricultural Research Service (ARS) and the National Institute of Food and Agriculture (NIFA) in response to requests from Congress and the Office of Management and Budget for greater accountability to US taxpayers following a near doubling of US Department of Agriculture (USDA) conservation program funding in the 2002 Farm Bill. These funds are allocated to multiple conservation practices through several USDA-sponsored conservation programs, including the Environmental Quality Incentives Program, Wetlands Reserve Program, Wildlife Habitat Incentives Program, Conservation Reserve Program, and NRCS Conservation Technical Assistance Program. This funding increase was concomitant with substantial modifications to
    1. These used to be part of a reward system

      "Rewards" are extrinsic motivators - like the carrot and the stick. Make every session an Awesome Gym Day and let Ss reward themselves by achieving goals they set for themselves. Give them some autonomy and be patient with those who just want to play. They need time.

    2. fun, fairness, and challenge

      Fun, fairness, and challenge could inform the development of three standards with students that could be used to structure their PE sessions. Ask them how do you measure fun? How do you measure fairness: How do you measrue challenge? If they participate in the development of standards, they will be more interested in using them as a guide to improvement - have more fun, play more fairly, ramp up the challenge.

    3. My students do not arrive in the gym thinking about how their performance will be evaluated.

      If they are focused on improving something - like catching - then they should come with the intention of working on that. PE class is not recess. They should have fun, but if they are not focused on anything other than having fun, then they will not be able to improve in any substantive way and it will be impossible to provide any coaching that might lead to that.

    4. They will demonstrate the art of the catch. Their art of the catch.

      Similar problems in language and writing instruction. Ss want to show off their skills and to experiment and do things their own way. That is fine - accomplished writers do this all the time Shakespeare made up hundreds of words. We are not all Shakespeare though - we can make up words in specific contexts, but in writing instruction, the goal is to master common forms and structures before moving on to display personal creativity, yet, even within common forms, there is room for personal creativity. When assessing in this way, it is important to focus on the standards and what those mean in terms of performance - otherwise, be become bogged down and unable to provide clear, consistent, and actional feedback that can lead to improvement in performance.

    5. there are thousands of pieces that I miss

      All performances are complex, and when coaching, it is impossible to attend to every minute detail. Formative assessment - active coaching - is individualized feedback to improve overall performance. Evaluating that performance, is to focus on the performance as a whole.

    6. “performance'' because I teach physical education

      I think a performance focus in important in a lot of fields because, ultimately, education is about what folks are able to do. Knowledge of things is not useful until it is applied to some problem or task. A performance focus could improve assessment across the board and shift teachers away from merely testing "content".

    7. address both the process of learning as well as the performance or outcome

      Assessment of process is commonly formative; while assessment of performance outcome is often summative, though formative assessments do look at performance outcomes too - from the perspective of informing improvement.

    8. what useful things I could say about assessment that wouldn’t expose me as a fraud

      Imposter syndrom is common as people move into more specialized fields. It's common to hear about it from PhD candidates and from PhDs.

    1. Second, although we investigated the effects of formative feedback on students’ metacognitive skills when using feedback strategies with polling systems, we are not able to answer the question how feedback strategies affect student learning. Future research studies should provide understanding which mechanisms behind feedback strategies are responsible for affecting metacognition and must teachers get insight to design effective formative assessments to promote deeper learning.

  21. Dec 2021
    1. you know, I liked the results very much

      That feeling of self satisfaction is a happy end per se. I think it is a characteristic of rewilding if you are looking to assess that.

    1. Evaluating poetry by heritage

      தண்ணீரும் காவிரியே தார்வேந்தன் சோழனே மண்ணாவ துஞ்சோழ மண்டலமே - பெண்ணாவாள் அம்பொற் சிலம்பி யரவிந்தத் தாளணியுஞ் செம்பொற் சிலம்பே சிலம்பு.

      பொருள் :-

      வற்றாதது காவிரி ஆறு. சோழமன்னனே மன்னருள் சிறந்தோன். சோழநாடே நிலவளம் மிகுந்தது. அம்பர் என்னும் கிராமத்தில் வாழும் சிலம்பியே பெண் என்று சொல்லத்தக்கவள் ஆவாள்.

    1. Once we introduce evaluation into our learning spaces, we change the way we interact with student work.

      Evaluation is not the same as feedback. Evaluation is almost always directed at unsolicited advice. Feedback may praise or criticize, but usually seeks value in something.

  22. Nov 2021
    1. assessment, 
      1. Tracking and assessment of students’ progress and assessment during the pandemic online education.
    2. assessment
      1. Tracking and assessment of students’ progress and assessment during the pandemic online education
  23. Oct 2021
    1. It is also important to recognize that high-stakes tests are not race-neutral tools capable of promoting racial equality. At their origins more than 100 years ago, standardized tests were used as weapons against communities of color, immigrants, and the poor. Because they were presumed to be objective, test results were used to “prove” that whites, the rich, and the U.S.-born were biologically more intelligent than non-whites, the poor, and immigrants. In turn, the tests provided backing to early concepts of aptitude and IQ, which were then used to justify the race, class, and cultural inequalities of the time.
    1. negative impacts of the use of standardized assessments
    2. Our present-day assessment instruments used by states to measure student achievement are almost invariably developed to measure student content knowledge on a unidimensional scale—a lasting byproduct of the early efforts to order people on an intelligence scale.
  24. Sep 2021
  25. Aug 2021
  26. Jul 2021
    1. Gargano, J. W., Wallace, M., Hadler, S. C., Langley, G., Su, J. R., Oster, M. E., Broder, K. R., Gee, J., Weintraub, E., Shimabukuro, T., Scobie, H. M., Moulia, D., Markowitz, L. E., Wharton, M., McNally, V. V., Romero, J. R., Talbot, H. K., Lee, G. M., Daley, M. F., & Oliver, S. E. (2021). Use of mRNA COVID-19 Vaccine After Reports of Myocarditis Among Vaccine Recipients: Update from the Advisory Committee on Immunization Practices — United States, June 2021. MMWR. Morbidity and Mortality Weekly Report, 70(27), 977–982. https://doi.org/10.15585/mmwr.mm7027e2

  27. Jun 2021
    1. Unless their self-assessments have power—either to shape future learning activities, or to change the gradebook—they will not be true self-assessments.

      I want to disagree with this and argue that we should be crafting lessons which allow students to understand the different forms of power which are in play in self-assessment and assessment by others. I appreciate, though, that grades may have too many advantages for that lesson to really take within the context of a course.

  28. May 2021
    1. She reminded us of the challenging but extremely important truth that there are some things as instructors and even administrators that are absolutely within our control when it comes to improving equity

      I feel like many of us can relate to this! Equity is uncomfortable, it can be silencing. This reminds me of some Brene Brown (https://debbiedonsky.com/embracing-discomfort-in-equity-work-lessons-from-brene-brown-on-shame-triggers-from-an-anti-oppression-lens/) writings on diving into equitable work. Anti-oppression work requires people to feel deeply and sometimes uncomfortable - as long as they are learning from that discomfort.

    2. We need to first understand how systems of power and oppression influence how students experience college, engage with the learning process, and build knowledge before we can understand how to better assess their learning.

      Power and oppression exist in our interactions with students everyday in our instructor/student relationship. This is one of the many reasons I try to be aware and reflection on my privilege everyday in lessons, marking and conversations. Reflection on power and oppression is ongoing and we need to be mindful of this in our leadership positions.

  29. Apr 2021
    1. This article is ostensibly a response to the use of proctoring software in higher education.

      But in order to do that properly the author has also delved into learning and assessment.

      It's a well-written piece that questions some of our taken-for-granted assumptions around assessment.

  30. Mar 2021
    1. Est-ce que je peux être dispensé de la Piscine, puisque je l’ai déjà fait dans un autre campus de 42? Malheureusement, il n’est pas possible de transférer votre dossier vers 42 Québec et d’être dispensé de l’étape de la Piscine. Il faut la refaire à Québec.
  31. Feb 2021
  32. Jan 2021
    1. In fact, such small effectively closed scientific communities built on interpersonal relationships already exist to some extent

      so the weights in the reputation graph are personal knowledge, not citations or whatever.

  33. Dec 2020
    1. Therefore, it could be argued that belief regarding the usefulness of technologies could lead to change and ultimately the actual use of digital technologies in teaching and learning.

      This goes both ways. A teacher who believes that their job is to control access to specialised information, and to control assessment may use technology to close down learning opportunities (e.g. by banning the use of Wikipedia, YouTube, etc.) and even insisting on the installation of surveillance (proctoring) software on students' personal computers.

      Again, you can argue that technology in itself doesn't make the difference.

  34. Nov 2020
    1. The study found positive impact on student achievement and on the learning experience,

      This seems important: assessment is (ideally) a medium through which learners receive feedback on what they know and are able to do. What if assessment is also a (conscious) feedback loop on the learning experience itself AND perhaps even a source of positive impact regarding the learning experience?

    2. Assessment, if not done with equity in mind, privileges and validates certain types of learning and evidence of learning over others, can hinder the validation of multiple means of demonstration, and can reinforce within students the false notion that they do not belong

      When we privilege certain types of assessment, we necessarily exclude others, and this will often have result of privileging and excluding certain assessment takers.

  35. Oct 2020
    1. proctored, multiple-choice tests are necessary to prepare students to take other multiple-choice assessments they may encounter in the course of their education

      Important point. We design not only courses, but programs, and they relate to experiences after the program.

  36. Sep 2020
    1. students basically just stopped doing the reading

      In addition, there are also some interesting strategies for getting students to do the reading. See Reading Engagement Strategies, for example.

  37. Aug 2020