Ontological model for student's knowledge assessment

Background. The relevance of the article is due to the development of modern ontological methods of structuring information and the need to systematize data in many new specific subject areas. Such subject areas include the musical art of the "metal" variety, which is quite common today, but insufficiently studied within the terminology. The subject of the article are ontological models and tools for creating ontological knowledge bases. Objective. The purpose of the paper is to increase the correctness of the semantic search in the knowledge base of the musical supergenre "metal". The scientific problem is the need to improve the terminology in this subject area and build an ontological knowledge model that increases the accuracy of information retrieval for the target audience, compared to the existing relational model implemented on one of the known web resources. Methods. Classification method, generalization method, software optimization methods, analytical method. The way to solve the problem: selection based on the comparative characteristics of the best web resource of the subject area and identifying the shortcomings of its model of knowledge representation, designing an ontological knowledge model and testing its effectiveness. Results. The average SUM for all users is 83.85%, which is a good indicator for ontological knowledge bases. At the same time, a similar method of checking the database of the supergenre "metal" on the basis of the site "Encyclopedia Metallum", which used the classical relational model of database organization, showed much lower results. Thus, the average SUM for 10 users was 75.32%, respectively. Conclusions. The scientific novelty of the obtained results is as follows: For the first time an ontological model (ontology) of the subject area was created: musical supergenre "metal", which showed much higher efficiency of semantic search than the best relational model of this subject area, implemented as a web resource. The developed structure can be used to create ontologies of related musical supergenres with similar terminology. Future research also plans to integrate this ontological knowledge model with applied web-based and desktop applications.

Back ground: The need for critical thinking in nursing has been accentuated in response to the rapidly changing health care environment .Nurse must think critically to provide effective care whilst coping with the expansion in role associated with the complexities of current health care system. The aim of the present study was conducted to assess the critical thinking on developing & motivation to learn among nursing students. Subject & method: Research design:, Descriptive correlation design was used to conduct the present study: Setting: the current study was conducted at faculty of nursing, zagazig university. Subject of the study will include all nursing students enrolled in the academic year 2017-2018. Tools of data collections: Tool I: Nurse Student's knowledge assessment questionnaire to assess nurse student's knowledge about critical thinking, Tool II: California critical thinking skills test it was to assess the nurse student's skills& Tool III: Motivation to learn questionnaire. Results the present study reveals there's statistically significant between critical thinking, and motivation to learn. Conclusion: it could be concluded that: all nursing student had inadequate level of knowledge regarding critical thinking, the highest percentages of them had a weak level of critical thinking skills and a moderate level of motivation to learn. Recommendations: Development of curriculum contents, which concentrates on improving thinking skills-in general- and critical thinking skills-in specific.

In connection with the transition to a knowledge-based economy, at a time when a key factor in the development of society is the accumulated human knowledge and skills, as well as the availability of a wide range of users, intelligent systems are becoming very popular. Accordingly, the demand of the ergonomic and effective means of designing this class system is growing as well. The most time-consuming and most important stage of intelligent system development is the formation of the system knowledge base which ultimately determines the efficiency and quality of the entire intelligent system. Knowledge representation and processing models and methods as well as the intelligent system development techniques operating on the basis of these methods and models have a crucial role in relation to this. The article explores the different aspects of intelligent collaborative educational systems, describes the overall structure of an intelligent collaborative educational system and reflects the different steps of development the system.

The article develops the concept of computer representology, which is the philosophical and methodological analysis of deductive models of knowledge representation. These models are one of the varieties of logical models of knowledge representation. These latter knowledge representations together with a logical languages form the important concept of the computer knowledge representation - logical. Under the concepts of computer representation of knowledge are understood aggregates of computer models of representation of domain knowledge of reality, and the corresponding to these models language means, which are developed by artificial intelligence. These concepts are different ways to solve the problems of computer knowledge representations.

As campus sustainability initiatives have expanded over the past decade, related efforts to assess the progress and impact of those initiatives have also developed. These assessments generally fall into two distinct categories, those focused on the assessment of student learning regarding sustainability and those focused on the assessment of campus culture—the sustainability values, behaviors, and awareness of students, faculty and staff. This paper provides an overview of leading examples of these two types of assessments—the Assessment of Student Knowledge (ASK) and the Sustainability Cultural Indicators Program (SCIP). Next, using self-reported assessment data from the Sustainability Tracking, Assessment & Rating System (STARS—a program of the Association for the Advancement of Sustainability in Higher Education) an analysis is provided on the number of institutions which are using such assessments. Results indicate that very few institutions are using these assessments and only a very small number are claiming the full STARS credit for this work. Finally, recommendations are provided on strategies for developing assessments and disseminating results which can best drive progress towards advancing campus sustainability.

Research efforts focused on developing active are currently underway. Active reports are designed to foster communication among teachers, students, and parents by listening to all stakeholders, using assessment information to guide teaching and learning, and to reconcile potential conflicts. Open student models can handle different views of the student. These views support different kinds of assessment information coming from a variety of sources (e.g. results from summative and formative assessments). As teachers, students, and parents interact with open student models, assessment claims (e.g. students' self-assessment, systems' and teachers' assessment of student knowledge) may evolve from unsupported claims to evidence-based arguments. Paths on this evidentiary argument space are characterized by rich interactions among sources of evidence that may challenge personal claims and improve metacognitive skills. This paper (a) presents an evidence-based approach to interacting with open student models that builds on existing research on open student models, evidentiary arguments and evidence-centered design, (b) illustrates this approach in the context of an assessment-based learning environment called Math Intervention Module (MIM), and (c) reports on a study carried out with Algebra teachers/assessment specialists aimed at evaluating the feasibility of implementing this approach in real settings.

Evaluation of E-learning program versus traditional lecture instruction for undergraduate nursing students in a faculty of nursing

Knowledge Representation Model for Crime Analysis

World experience shows that intelligent information systems for decision support are an integral part of modern society functioning. The basis of many tasks that lies in the development of decision support systems is the presentation of knowledge of a particular subject field. Each decision-support system, depending on the application field, has its own characteristics that characterize the main objectives of this subject area, among which, for example, the presentation of knowledge of multi-level administration systems for decision support purposes. In modern conditions, mathematical modeling is the most effective for the formal representation of knowledge in decision support systems which can be used to represent declarative knowledge of land relations. Therefore, urgent scientific practical problem is relevant now that lies in the representing contradictory knowledge in multilevel administration systems. The scientific and practical task envisages the transformation of declarative knowledge of the subject field in the form of mathematical and informational models using elements of set theory. The task envisages the transformation of declarative knowledge in the form of mathematical models with using set theory. The research used methods: analysis, set theory, mathematical modeling, corpus linguistics, ontological engineering. The results of the study are important for organizing activities in a variety of industries using a large body of documents and laws. The purpose of this work is to develop models of knowledge representation on the use of set theory in ontology. The object of research is the process of decision support in multilevel systems. Subject of research is the mathematical models of knowledge representation in multilevel administration systems using set theory. Keywords: formalization, theory, predicate logic, corpus linguistics, ontology, set theory, model.

NP26 Healthy Schoolhouse 2.0: Results From Year One

Engineering design tasks are mainly knowledge-intensive cognitive actions. Therefore, an adequate computer-based structure and representation of engineering design knowledge is a crucial point to support the design engineer's cognitive tasks. On the one hand, this knowledge representation should correspond to an intuitive way of thinking. On the other hand, this representation should comply with conscious systematic design methods without limiting human problem solving. In a first step of an analytical research approach, this contribution is concerned with deriving detailed requirements on a useful knowledge representation for computer-aided engineering design. For that purpose, generalised characteristics of human problem solving and information processing can be specified for design problem solving. According to their fulfilment of these requirements, eight main models of knowledge representation were compared concerning their utility to support human problem solving in engineering design. As a result of this evaluation, a useful model of knowledge representation is suggested and illustrated by an example of use.

Assessment of student knowledge is a crucial and challenging part of course design. Especially in computer science courses in the United States, written examinations are very common. While written exams offer a number of advantages in convenience and familiarity, they are also inflexible and prone to question misinterpretation. In contrast to written tests, oral exams offer the prospect of an interactive conversation where students can express their knowledge in a variety of ways while asking clarifying questions. In this paper, we present and assess our implementation of oral exams in an introductory computer science course. We describe the motivation for and resulting features of our design, including a simplified rubric style for equitable, on-the-fly grading. We also perform an assessment relative to more traditional written exams. We find the time commitment for instructors to be manageable and comparable to traditional exams. Through post-semester surveys, students self-report spending slightly more time studying for oral exams, but rate the difficulty as similar to written exams. Both qualitative and quantitative student feedback indicates that oral exams can be effective and well-received.

Background Patients in the United States commonly use the Internet to acquire health information. While a significant amount of health-related information is available on the Internet, the accuracy of this information is highly variable.Objectives The objective of the study was to determine how effectively students can assess the accuracy of Internet-based material when gathering information on a controversial medical topic using simple keyword searches.Methods A group of 34 students from the science magnet high school in Houston, Texas searched for the terms “vaccine safety” and “vaccine danger” using Google and then answered questions regarding the accuracy of the health information on the returned sites. The students were also asked to describe the lessons they learned in the exercise and to answer questions regarding the strength of evidence for seven statements regarding vaccinations. Because of the surprising revelation that the majority of students left the exercise with inaccurate information concerning the safety and efficacy of vaccines, these same students participated in a follow-up study in which a fact-based vaccine video was shown, after which the assessment of student knowledge was repeated.Results Of the 34 participants, 20 (59%) thought that the Internet sites were accurate on the whole, even though over half of the links (22 out of 40, 55%) that the students viewed were, in fact, inaccurate on the whole. A high percentage of the students left the first exercise with significant misconceptions about vaccines; 18 of the 34 participants (53%) reported inaccurate statements about vaccines in the lessons they learned. Of the 41 verifiable facts about vaccines that were reported by participants in their lessons-learned statement, 24 of those facts (59%) were incorrect. Following presentation of the film, the majority of students left the exercise with correct information about vaccines, based on their lessons-learned statement. In this case, 29 of the 31 participants (94%) reported accurate information about vaccines. Of the 49 verifiable facts about vaccines that were reported by participants, only 2 (4%) were incorrect. Students had higher correct scores in the “strength of evidence” exercise following exposure to the video as well.Conclusions Allowing students to use the Internet to gain information about medical topics should be approached with care since students may take away predominantly incorrect information. It is important to follow up conflicting information with a solid, unambiguous message that communicates those lessons that the instructor deems most important. This final message should be fact based but may need to contain an anecdotal component to counter the strong emotional message that is often delivered by inaccurate Internet sites.

Relationship of students' perceptions of faculty to scholastic achievement: Are popular instructors better educators?

Anesthetic pharmacology, a specialized branch of pharmacology, differs significantly from the foundational phar macology taught in undergraduate medical programs. A key challenge lies in effectively distinguishing and inte grating these two courses to enhance students’ theoretical understanding and foster their clinical anesthesia skills. This paper explores strategies for optimizing lesson preparation and delivery in anesthetic pharmacology, focusing on course positioning, student knowledge assessment, clinical integration, objective setting, content development, instructional design, innovative teaching tools, and classroom management. The ultimate aim is to enhance teaching effectiveness and train anesthesiology professionals with robust theoretical knowledge and practical competence.