Within the Erasmus+ project Common European Numeracy Framework (CENF) (2018-2021) a framework was developed on numeracy in response to the challenges and needs of the 21st century.
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This work draws on the Programme for the International Assessment of Adult Competencies (PIAAC) survey. Last year a first review was conducted on the PIAAC Numeracy Framework (Tout. et al., 2017). In 2018 and 2019 the framework for the second cycle of PIAAC will be developed. This second cycle of the PIAAC survey aims to update the data about the numeracy skills of adults in different countries around the World (Hoogland, Díez-Palomar, Maguire, 2019). The objective of this paper is to highlight some relevant findings from literature on the concept numeracy in order to discuss a potential enrichment of the PIAAC Numeracy Assessment Framework (NAF).
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Formative assessment (FA) is an effective educational approach for optimising student learning and is considered as a promising avenue for assessment within physical education (PE). Nevertheless, implementing FA is a complex and demanding task for in-service PE teachers who often lack formal training on this topic. To better support PE teachers in implementing FA into their practice, we need better insight into teachers’ experiences while designing and implementing formative strategies. However, knowledge on this topic is limited, especially within PE. Therefore, this study examined the experiences of 15 PE teachers who participated in an 18-month professional development programme. Teachers designed and implemented various formative activities within their PE lessons, while experiences were investigated through logbook entries and focus groups. Findings indicated various positive experiences, such as increased transparency in learning outcomes and success criteria for students as well as increased student involvement, but also revealed complexities, such as shifting teacher roles and insufficient feedback literacy among students. Overall, the findings of this study underscore the importance of a sustained, collaborative, and supported approach to implementing FA.
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In recent decades, technology has influenced various aspects of assessment in mathematics education: (1) supporting the assessment of higher-order thinking skills in mathematics, (2) representing authentic problems from the world around us to use and apply mathematical knowledge and skills, and (3) making the delivery of tests and the analysis of results through psychometric analysis more sophisticated. We argue that these developments are not pushing mathematics education in the same direction, however, which creates tensions. Mathematics education—so essential for educating young people to be creative and problem solving agents in the twenty-first century—is at risk of focusing too much on assessment of lower order goals, such as the reproduction of procedural, calculation based, knowledge and skills. While there is an availability of an increasing amount of sophisticated technology, the related advances in measurement, creation and delivery of automated assessments of mathematics are however being based on sequences of atomised test items. In this article several aspects of the use of technology in the assessment of mathematics education are exemplified and discussed, including in relation to the aforementioned tension. A way forward is suggested by the introduction of a framework for the categorisation of mathematical problem situations with an increasing sophistication of representing the problem situation using various aspects of technology. The framework could be used to reflect on and discuss mathematical assessment tasks, especially in relation to twenty-first century skills.
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An effective implementation approach is crucial for successful integration of structured risk assessment instruments into practice. This qualitative study explored barriers and facilitators to the implementation of the Short-Term Assessment of Risk and Treatability: Adolescent Version (START:AV) in a Dutch residential youth care service. Perceptions of staff members from various disciplines were gathered through focus group interviews at three consecutive occasions. After inductive coding of the interview extracts using thematic analysis, the identified codes were linked to the consolidated framework for implementation research. Through this framework, factors that influence an implementation project can be organized into multiple domains and constructs. In the present study, staff members described implementation barriers related to characteristics of the risk assessment instrument, staff, and the implementation process. In addition, features of the setting were frequently mentioned as hindering the implementation, such as hierarchy, culture, communication, as well as implementation climate and readiness for change. Staff members also identified multiple facilitators, such as experienced advantages of the START:AV compared to the previous risk assessment practice and positive beliefs about the instrument. The article concludes with recommendations for successful implementation of structured risk assessment instruments in forensic-clinical practice.
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Draft report of the project "Freight Transport Management as A Service (FTMAAS)”.(NWO/TKI-Dinlog).
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Multilevel models using logistic regression (MLogRM) and random forest models (RFM) are increasingly deployed in industry for the purpose of binary classification. The European Commission’s proposed Artificial Intelligence Act (AIA) necessitates, under certain conditions, that application of such models is fair, transparent, and ethical, which consequently implies technical assessment of these models. This paper proposes and demonstrates an audit framework for technical assessment of RFMs and MLogRMs by focussing on model-, discrimination-, and transparency & explainability-related aspects. To measure these aspects 20 KPIs are proposed, which are paired to a traffic light risk assessment method. An open-source dataset is used to train a RFM and a MLogRM model and these KPIs are computed and compared with the traffic lights. The performance of popular explainability methods such as kernel- and tree-SHAP are assessed. The framework is expected to assist regulatory bodies in performing conformity assessments of binary classifiers and also benefits providers and users deploying such AI-systems to comply with the AIA.
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Assistive technology supports maintenance or improvement of an individual’s functioning and independence, though for people in need the access to assistive products is not always guaranteed. This paper presents a generic quality framework for assistive technology service delivery that can be used independent of the setting, context, legislative framework, or type of technology. Based on available literature and a series of discussions among the authors, a framework was developed. It consists of 7 general quality criteria and four indicators for each of these criteria. The criteria are: accessibility; competence; coordination; efficiency; flexibility; user centeredness, and infrastructure. This framework can be used at a micro level (processes around individual users), meso level (the service delivery scheme or programme) or at a macro level (the whole country). It aims to help identify in an easy way the main strengths and weaknesses of a system or process, and thus guide possible improvements. As a next step in the development of this quality framework the authors propose to organise a global consultancy process to obtain responses from stakeholders across the world and to plan a number of case studies in which the framework is applied to different service delivery systems and processes in different countries.
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Assessment in higher education (HE) is often focused on concluding modules with one or more tests that students need to pass. As a result, both students and teachers are primarily concerned with the summative function of assessment: information from tests is used to make pass/fail decisions about students. In recent years, increasing attention has been paid to the formative function of assessment and focus has shifted towards how assessment can stimulate learning. However, this also leads to a search for balance between both functions of assessment. Programmatic assessment (PA) is an assessment concept in which their intertwining is embraced to strike a new balance. A growing number of higher education programmes has implemented PA. Although there is consensus about the theoretical principles that form the basis for the design of PA, programmes make various specific design choices based on these principles, fitting with their own context. This paper provides insight into the design choices that programmes make when implementing PA and into the considerations that play a role in making these design choices. Such an overview is important for research purposes because it creates a framework for investigating the effects of different design choices within PA.
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This paper is a discussion paper to support an Erasmus+ project with the name Common European Numeracy Framework (CENF) (for adults) which will start at the end of the year 2018. In the first months of 2019 the team with participants from The Netherlands, Austria, Spain and Ireland will be in the process of collecting European examples of numeracy practices and current numeracy frameworks. At the conference we will show the results of this collection to date and the initial outline of a tentative CENF. We intend to spark comments, suggestions and insights from the participants of TWG07 - Adults Mathematics Education - to enrich the collection and as feedback on the initial outline of the CENF. Another aim is to create a network of national or regional stakeholders which will support the development of a shared framework for numeracy goals and numeracy education for adults in the 21st century.
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