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114 results for “assessment, educational”
Dataset for algorithmic thinking skills assessment: Results from the virtual CAT large-scale study in Swiss compulsory education
<p><strong>Overview</strong><br>This dataset was collected during a main study that evaluated the virtual Cross Array Task (CAT) platform as an assessment tool for algorithmic thinking (AT) skills among K-12 students in Swiss compulsory education.<br>As algorithmic thinking becomes increasingly vital in our digital age, this study bridges the gap between traditional assessments and the needs of today's learners by introducing a digital platform. The virtual CAT, a digital adaptation of an unplugged assessment activity, offers scalable, automated assessments with reduced human intervention.</p> <p><strong>Study Context, Location and Participants</strong><br>To comprehensively investigate algorithmic competencies within compulsory education, exploring their variations and determining the factors influencing them, in Spring 2023 we conducted an experimental study with the virtual CAT's.<br>The sample comprises 129 students (65 girls and 64 boys), selected from nine classes across five public schools in Ticino and Solothurn cantons.</p> <p><strong>Data Collection</strong><br>During the data collection process, session and participant details were manually recorded by the administrator. <br>Each session has been assigned a unique identifier, and specific details, such as the date, canton, school name and type, and the students’ HarmoS grade (HG) level, have been recorded. <br>Student information are limited to sex and date of birth, with birth dates used to calculate ages, a significant factor in our demographic analysis. <br>To protect student privacy, unique identifiers have been assigned to each participant, keeping the data anonymous and secure. <br>The assessment tool automatically tracked all user interaction within the platform.<br>All data collected have been pseudonymised, aligning with prevailing open science practices in Switzerland (SNSF, 2021). <br>Data collection was integrated into a validation module of the app. </p> <p><strong>Data Features</strong><br>The dataset comprises the following files:</p> <ul> <li>STUDENTS_SESSIONS.csv</li> <li>RESULTS.csv</li> <li>LOGS.csv</li> <li>CANTONS.csv</li> <li>ALGORITHMS.csv</li> </ul> <p>These files collectively provide insights into the algorithmic actions of the students, demographic details, session logs, results, and more.</p> <p><strong>Usage & Ethics</strong><br>In the spirit of open science, this dataset is made available to the public after meticulous anonymisation to ensure all participants' privacy and ethical treatment. <br>Initial authorisations were secured from school administrators, teachers, and parents. <br>Detailed communication regarding the study's nature, data handling, and objectives was transparently shared with all stakeholders.</p> <p><strong>REFERENCES</strong></p> <p><strong>[1]</strong> A. Piatti, G. Adorni, L. El-Hamamsy, L. Negrini, D. Assaf, L. Gambardella & F. Mondada. (2022). The CT-cube: A framework for the design and the assessment of computational thinking activities. Computers in Human Behavior Reports, 5, 100166. <a href="https://doi.org/10.1016/j.chbr.2021.100166">https://doi.org/10.1016/j.chbr.2021.100166</a></p> <p><strong>[2]</strong> Adorni, G., & Piatti, S., & Karpenko, V. (2023). virtual CAT: An app for algorithmic thinking assessment within Swiss compulsory education. Zenodo Software. <a href="https://doi.org/10.5281/zenodo.10027851">https://doi.org/10.5281/zenodo.10027851</a> On GitHub: <a href="https://github.com/GiorgiaAuroraAdorni/virtual-CAT-app/">https://github.com/GiorgiaAuroraAdorni/virtual-CAT-app/</a></p> <p><strong>[3]</strong> Adorni, G., & Karpenko, V. (2023). virtual CAT programming language interpreter. Zenodo Software. <a href="https://doi.org/10.5281/zenodo.10016535">https://doi.org/10.5281/zenodo.10016535</a> On GitHub: <a href="https://github.com/GiorgiaAuroraAdorni/virtual-CAT-programming-language-interpreter/">https://github.com/GiorgiaAuroraAdorni/virtual-CAT-programming-language-interpreter/</a></p> <p><strong>[4]</strong> Adorni, G., & Karpenko, V. (2023). virtual CAT data infrastructure. Zenodo Software. <a href="https://doi.org/10.5281/zenodo.10015011">https://doi.org/10.5281/zenodo.10015011</a> On GitHub: <a href="https://github.com/GiorgiaAuroraAdorni/virtual-CAT-data-infrastructure">https://github.com/GiorgiaAuroraAdorni/virtual-CAT-data-infrastructure</a></p> <p> </p>
Dataset for algorithmic thinking skills assessment: Results from the virtual CAT pilot study in Swiss compulsory education
<p><strong>Overview</strong><br>This dataset was collected during a pilot study that evaluated the virtual Cross Array Task (CAT) platform as an assessment tool for algorithmic thinking (AT) skills among K-12 students in Swiss compulsory education.<br>As algorithmic thinking becomes increasingly vital in our digital age, this study bridges the gap between traditional assessments and the needs of today's learners by introducing a digital platform. The virtual CAT, a digital adaptation of an unplugged assessment activity, offers scalable, automated assessments with reduced human intervention.</p><p><strong>Study Context, Location and Participants</strong><br>To demonstrate the virtual CAT's effectiveness, we conducted a pilot study in March 2023.<br>The study was conducted in Switzerland, specifically within the Ticino canton.<br>The sample consisted of 31 students (21 girls and 10 boys) from a preschool class (ages 4-6) and two low secondary classes (1st grade, ages 11-12). </p><p><strong>Data Collection</strong><br>Data collection was integrated into a validation module of the app. <br>Sessions required manual input for details like date, canton, and school information. <br>Students' details, anonymised for privacy, encompassed their gender and date of birth. <br>Each interaction within the platform was meticulously logged, capturing operations like task confirmations, command updates, mode changes, and more.</p><p><strong>Data Features</strong><br>The dataset comprises the following files:</p><ul><li>ALGORITHMS.csv</li><li>CANTONS.csv</li><li>DF.csv</li><li>LOGS.csv</li><li>RESULTS.csv</li><li>SCHOOLS.csv</li><li>SESSIONS.csv</li><li>STUDENTS_SESSIONS.csv</li></ul><p>These files collectively provide insights into the algorithmic actions of the students, demographic details, session logs, results, and more.</p><p><strong>Usage & Ethics</strong><br>In the spirit of open science, this dataset is made available to the public after meticulous anonymisation to ensure all participants' privacy and ethical treatment. <br>Initial authorisations were secured from school administrators, teachers, and parents. <br>Detailed communication regarding the study's nature, data handling, and objectives was transparently shared with all stakeholders.</p><p> </p><p><strong>REFERENCES</strong></p><p><strong>[1]</strong> A. Piatti, G. Adorni, L. El-Hamamsy, L. Negrini, D. Assaf, L. Gambardella & F. Mondada. (2022). The CT-cube: A framework for the design and the assessment of computational thinking activities. Computers in Human Behavior Reports, 5, 100166. <a href="https://doi.org/10.1016/j.chbr.2021.100166">https://doi.org/10.1016/j.chbr.2021.100166</a></p><p><strong>[2]</strong> Adorni, G., & Piatti, S., & Karpenko, V. (2023). virtual CAT: An app for algorithmic thinking assessment within Swiss compulsory education. Zenodo Software. <a href="https://doi.org/10.5281/zenodo.10027851">https://doi.org/10.5281/zenodo.10027851</a> On GitHub: <a href="https://github.com/GiorgiaAuroraAdorni/virtual-CAT-app/">https://github.com/GiorgiaAuroraAdorni/virtual-CAT-app/</a></p><p><strong>[3]</strong> Adorni, G., & Karpenko, V. (2023). virtual CAT programming language interpreter. Zenodo Software. <a href="https://doi.org/10.5281/zenodo.10016535">https://doi.org/10.5281/zenodo.10016535</a> On GitHub: <a href="https://github.com/GiorgiaAuroraAdorni/virtual-CAT-programming-language-interpreter/">https://github.com/GiorgiaAuroraAdorni/virtual-CAT-programming-language-interpreter/</a></p><p><strong>[4]</strong> Adorni, G., & Karpenko, V. (2023). virtual CAT data infrastructure. Zenodo Software. <a href="https://doi.org/10.5281/zenodo.10015011">https://doi.org/10.5281/zenodo.10015011</a> On GitHub: <a href="https://github.com/GiorgiaAuroraAdorni/virtual-CAT-data-infrastructure">https://github.com/GiorgiaAuroraAdorni/virtual-CAT-data-infrastructure</a></p>
A Questionnaire to Assess the Research Practices and Services Related to the Academic and Research Staff at the Institutions of Higher Education in Palestine - Survey Data
<p>Data generated as part of a needs assessment survey conducted as part of ROMOR, a project funded by the Erasmus Plus Programme of the European Union in the period from October 2016 to October 2019. A questionnaire was prepared under the supervision of Palestinian Universities participating in the project. The results of the study will be used to create and develop institutional repositories to store the digital outputs of scientific research at the institutions of higher education in Palestine. The results will be also used to provide the vocational and academic training, and the institutional policies required to manage, organize the use, and populate the prospective repositories. This objective will contribute in promoting the access to and benefit of the results of scientific research in Palestine, and increase its impact at the local and international levels. This questionnaire was distributed to the representative of each institution, who in turn forwarded it to the suitable persons in the institution. Data was collected between January 4th and February 19th 2017. Paper and electronic versions of a questionnaire were prepared in both Arabic and English. The project coordinators at partner PS HEIs were requested to circulate the electronic questionnaire to all researchers and members of academic staff. Data was collected by ROMOR partners at:</p> ● The Islamic University of Gaza (IUG) ● Al-Quds Open University (QOU) ● Birzeit University (BZU) ● Palestine Technical University-Kadoori (KAD)
A Questionnaire to Assess the Research Practices and Services Related to the Academic and Research Staff at the Institutions of Higher Education in Palestine - Survey Data with Pie Charts
<p>Data generated as part of a needs assessment survey conducted as part of ROMOR, a project funded by the Erasmus Plus Programme of the European Union in the period from October 2016 to October 2019. A questionnaire was prepared under the supervision of Palestinian Universities participating in the project. The results of the study will be used to create and develop institutional repositories to store the digital outputs of scientific research at the institutions of higher education in Palestine. The results will be also used to provide the vocational and academic training, and the institutional policies required to manage, organize the use, and populate the prospective repositories. This objective will contribute in promoting the access to and benefit of the results of scientific research in Palestine, and increase its impact at the local and international levels. This questionnaire was distributed to the representative of each institution, who in turn forwarded it to the suitable persons in the institution. Data was collected between January 4th and February 19th 2017. Paper and electronic versions of a questionnaire were prepared in both Arabic and English. The project coordinators at partner PS HEIs were requested to circulate the electronic questionnaire to all researchers and members of academic staff. Data was collected by ROMOR partners at:</p> <p>● The Islamic University of Gaza (IUG)</p> <p>● Al-Quds Open University (QOU)</p> <p>● Birzeit University (BZU)</p> <p>● Palestine Technical University-Kadoori (KAD)</p> <p>[Data visualised as pie charts]</p> <p> </p>
EduQuick: A Dataset for Assessing Summarization of Informal Educational Content for Social Media
<p>The presented dataset is a curated collection of model-generated text for educational TikTok content, abbreviated as EduQuick. This dataset is the result of evaluating and selecting high-quality content generated by the GPT-4 model following an empirical study. It aims to provide engaging and informative summaries suitable for TikTok's educational audience.</p>
How Creatively Are We Teaching and Assessing Creativity in Computing Education: A Systematic Literature Review
<p>Data from:</p> <p>Wouter Groeneveld, Brett A. Becker, and Joost Vennekens. 2022. How Creatively Are We Teaching and Assessing Creativity in Computing Education: A Systematic Literature Review. In Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 1 (SIGCSE 2022),March 3–5, 2022, Providence, RI, USA. ACM, New York, NY, USA, 7 pages. https://doi.org/10.1145/3478431.349936</p> <p><strong>When referring to this dataset, please cite the above article. That contains the DOI of this dataset. Please do not cite this dataset directly without citing the article.</strong></p>
Concept maps as a novel assessment tool in medical education
<p>This dataset accompanies the manuscript entitled "Concept maps as a novel assessment tool in medical education". The dataset contains data from eight participants in a pilot study investigating the use of Concept Maps (CMs) in medical education. Each participant constructed one CM for three different Problem-Based Learning (PBL) cases. Participant CMs, demographic data, results from pre-intervention questionnaire on their learning style (VARK Learning Styles Self-Assessment Questionnaire) and post-intervention questionnaire results measuring the level of clinical and critical thinking are included. In addition expert CMs are also provided for each of the three PBL cases.</p> <p> </p> <p><br> <br> <br> </p>
Assessment of Fair Trade education programs in France: data 2022 from the control group and those from the two experimental fields (the Fair Generation scheme and the Fair Trade Universities Label)
<p><span>see the technical report (period 2019-2021) on researchgate:</span></p> <p><span><a href="https://www.researchgate.net/publication/380823820_Evaluation_of_the_fair-trade_education_programs_Results_of_the_first_phase_of_the_Fair_Future_program">(PDF) Evaluation of the fair-trade education programs. Results of the first phase of the Fair Future program (researchgate.net)</a></span></p>
Assessment of Fair Trade education programs in France: high school data (2019-2022)
<p>see the technical report (period 2019-2021) on researchgate:</p> <p><a href="https://www.researchgate.net/publication/380823820_Evaluation_of_the_fair-trade_education_programs_Results_of_the_first_phase_of_the_Fair_Future_program">(PDF) Evaluation of the fair-trade education programs. Results of the first phase of the Fair Future program (researchgate.net)</a></p> <p> </p>
Assessment of Fair Trade education programs in France: data 2021 from the control group and those from the two experimental fields (the Fair Generation scheme and the Fair Trade Universities Label)
<p><span>see the technical report (period 2019-2021) on researchgate:</span></p> <p><span><a href="https://www.researchgate.net/publication/380823820_Evaluation_of_the_fair-trade_education_programs_Results_of_the_first_phase_of_the_Fair_Future_program">(PDF) Evaluation of the fair-trade education programs. Results of the first phase of the Fair Future program (researchgate.net)</a></span></p>
Assessment of Fair Trade education programs in France: control groups for universities (2019-2022)
<p><span>see the technical report (period 2019-2021) on researchgate:</span></p> <p><span><a href="https://www.researchgate.net/publication/380823820_Evaluation_of_the_fair-trade_education_programs_Results_of_the_first_phase_of_the_Fair_Future_program">(PDF) Evaluation of the fair-trade education programs. Results of the first phase of the Fair Future program (researchgate.net)</a></span></p>
Expert-based literature review on RRI indicators for science education assessment: PERFORM analysis matrix
<p>The document contains the main variables and categories of analysis of the expert-based literature review conducted as part of the assessment impact developed in the PERFORM project. This literature review globally aimed to identify and characterize assessment frameworks used in the context of science learning and engagement with young people. Specifically, it examined the operationalization of: i) RRI values and process requirements, ii) transversal competences, iii) experiential aspects, and iv) cognitive aspects. In doing that assessment gaps and challenges where identified relevant to the context of PERFORM and, more broadly, to the development of science education assessments incorporating the RRI dimension. By assessment framework we refer to a set of interlinked criteria, practices and concepts providing a systematic way of data collection, analysis and interpretation to the study of science learning and engagement. The template for data collection was organised in different sections approaching the following specific review questions and sub-questions:</p> <ol> <li><em>What assessment frameworks can be identified in the selected sample?</em> <ol> <li>On which disciplines are they based?</li> <li>What is being assessed in these frameworks?</li> <li>How it is the evaluation conducted?</li> <li>What are the challenges of each approach for assessing science learning and engagement?</li> </ol> </li> <li><em>How are transversal competences, RRI and emotional factors included in these frameworks?</em> <ol> <li>How are these notions operationalised?</li> <li>What kinds of evaluation indicators are applied for data collection, if any?</li> </ol> </li> </ol>
Towards an Assessment Rubric for EiPE Tasks in Secondary Education: Identifying Quality Indicators and Descriptors
<p>This study reports on reseach to investigating indicators and descriptors which characterize the quality of students’ code explanations to EiPE (Explain in Plain English) tasks in secondary education. </p> <p>First, a literature review was carried out to identify quality characteristics and descriptors that differentiate the quality of students’ responses in tertiary education. Then, the quality of upper-secondary students’ responses to a simple EiPE task was analyzed. The results of that analysis were used to refine our quality characteristics and descriptors, which were then translated into a prototypical rubric. In the final phase, the rubric was iteratively tested by two teachers and improved based on their feedback. The final rubric prototype can be used to provide feedback during formative assessment.</p> <p><br> This repository includes the EiPE comprehension task, the student responses, and the results from coding the responses:<br> - StudentResponses.pdf: task and anonymized solutions provided by students, translated to English<br> - Coding_data.xls: coding by two researchers until they came to an agreement (full set of 34 responses), and coding by Teacher1 on complete set, and coding by Teacher2 on the base-set (with duplicate responses omitted)</p>
EvalQuiz - LLM-based Automated Generation of Self-Assessment Quizzes in Software Engineering Education
<p>Self-assessment quizzes after lectures, educational videos, or chapters are a commonly used method in software engineering (SE) education to give students the opportunity to test their gained knowledge. However, the creation of these quizzes is time-consuming, cognitively exhausting, and complex, as an expert in the field needs to create the quizzes and review the lecture material for validity. Therefore, this paper presents a concept to automatically generate self-assessment quizzes based on lecture material using a large language model (LLM) to reduce lecturers' workload and simplify the general quiz creation process. The developed prototype was handed to experts, who subsequently evaluated the approach. The results show that automatic quiz generation saves time and the quizzes cover the delivered lecture material well. However, the generated quizzes often lack originality and versatility. Therefore, further prompt engineering might be required to achieve more elaborate results.</p>
Refining impact assessment in undergraduate STEM education: Differential item functioning analysis of field-based learning interventions
Open the record for dataset details and reuse information.
Dataset for intercontinental assessment of the educational environmental project "IO-00118-17".
<p>Rams, S., Porcel de Peralta, M. & Odetti, H. (2020). <em>Dataset for intercontinental assessment of the educational environmental project "IO-00118-17".</em> DOI: 10.5281/zenodo.4295551</p>
CONSORT flow diagram for The assessment of educational and supportive care to the infertile females undergoes In Vitro Fertilization procedure by clinical pharmacist: a randomized clinical trial
<p><strong>The assessment of educational and supportive care to the infertile females undergoes In Vitro Fertilization procedure by </strong>a <strong>clinical pharmacist: a randomized clinical trial</strong>.</p>
Data_Assessment of the rabies education lesson among middle secondary school children of southeastern Bhutan
<p>All data that were used for analyzing and writing the manuscripts titled " Assessment of the rabies education lesson among middle secondary school children of southeastern Bhutan" can be found in this dataset. </p>
Cross-education of Skill: Assessment of Overhand Throwing Using Product- and Process-oriented Assessment.
<p>Data used for Cross-education of Skill: Assessment of Overhand Throwing Using Product- and Process-oriented Assessment.</p>
Education in the Anthropocene: Assessing planetary health science standards in the US
The environmental crises defining the Anthropocene demand ubiquitous mitigation efforts, met with collective support. Yet, disengagement and disbelief surrounding planetary health threats are pervasive, especially in the United States (US). This skepticism may be influenced by inadequate education addressing the scope and urgency of the planetary health crisis. We analyzed current K-12 science standards related to planetary health throughout the US, assessing their quality and potential predictors of variation. While planetary health education varies widely across the US with respect to the presence and depth of terms, most science standards neglected to convey these concepts with a sense of urgency. Furthermore, state/territory political affiliation and primary GDP contributor were each predictive of the quality of planetary health education. We propose that a nation-wide science standard could fully address the urgency of the planetary health crisis and prevent political bias from influencing the breadth and depth of concepts covered.
ScienceDex guides
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These curated guides explain access requirements, typical timelines, costs, and reuse considerations for widely used research datasets.
Allen Brain Atlas
Allen Brain Atlas is an Allen Institute collection of brain map atlases, datasets, APIs, and analysis tools covering mouse, human, and non-human primate brain resources.
Annotated Behaviour and Observability Dataset (ABODe)
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DANDI Archive for NWB datasets
DANDI is a BRAIN Initiative archive for publishing and sharing neurophysiology data, including electrophysiology, optophysiology, and behavioral data packaged as NWB and related standards.
International Brain Laboratory public data
The International Brain Laboratory public data releases expose standardized mouse decision-making experiments, including Neuropixels recordings, widefield calcium imaging, behavior, and session metadata accessed through the ONE API.
OpenNeuro
OpenNeuro is a free, open platform for sharing neuroimaging datasets, with public search, dataset pages, and download paths for web, S3, DataLad, and the OpenNeuro CLI.