BibSonomy publications for /author/WiliamFri Jan 27 14:10:42 CET 2012Applied Acoustics351-358Environmental noise pollution in the city of Curitiba, Brazil632002imported This paper presents the results obtained in a study on environmental noise pollution in the city of Curitiba, Brazil. The equivalent sound level values—LAeq, 2hr—were measured and tabulated for 1000 locations spread over the urban zones of the city of Curitiba. It has been found out that 93.3% out of the locations display during the day equivalent sound levels over 65 dB(A), and 40.3% out of the total number of locations measured display during the day extremely high values of equivalent sound levels: over 75 dB(A).Wed Dec 14 00:00:00 CET 2011ICCE717-718Information and Communication Technology across the Curriculum: A Game of Snakes and Ladders.2002dblp Sat Jun 25 00:00:00 CEST 2011JCDLconf/jcdl/201129-38Game development documentation and institutional collection development policy.2011dblp Fri Feb 04 12:21:08 CET 2011Project ReportScoping a vision for formative e-assessment: a project report for JISC 2009JISC assessment design designpatterns education elearning feasstpatterns formative haifa-edtech my myown patternlanguagenetwork patterns wleformativeeassessment Assessment is an integral part of teaching and learning. If the relationship between teaching and learning were causal, i. e. if students always mastered the intended learning outcomes of a particular sequence of instruction, assessment would be superfluous. Experience and research suggest this is not the case: what is learnt can often be quite different from what is taught. Formative assessment is motivated by a concern with the elicitation of relevant information about student understanding and / or achievement, its interpretation and an exploration of how it can lead to actions that result in better learning. In the context of a policy drive towards technology-enhanced approaches to teaching and learning, the question of the role of digital technologies is key and it is the latter on which this project particularly focuses. The project and its deliverables have been informed by recent and relevant literature, in particular recent work by Black andIn this work, they put forward a framework which suggests that assessment for learning their term for formative assessment can be conceptualised as consisting of a number of aspects and five keystrategies. The key aspects revolve around the where the learner is going, where the learner is right now and how she can get there and examines the role played by the teacher, peers and the learner. Language: English Keywords: assessments, case studies, design patterns, e-assessmentTue Jan 12 18:36:11 CET 2010Assessment in Education: Priciples, Policy \& Practice17-74Assessment and Classroom Learning51998Assessment improvement This article is a review of the literature on classroom formative assessment. Several studies show firm evidence that innovations designed to strengthen the frequent feedback that students receive about their learning yield substantial learning gains. The perceptions of students and their role in self-assessment are considered alongside analysis of the strategies used by teachers and the formative strategies incorporated in such systemic approaches as mastery learning. There follows a more detailed and theoretical analysis of the nature of feedback, which provides a basis for a discussion of the development of theoretical models for formative assessment and of the prospects for the improvement of practice.Tue Oct 13 14:06:45 CEST 2009Psychological Bulletin3367-383Gender differences in risk taking: {A} meta-analysis1251999Gender Ri, Mon Jul 27 00:00:00 CEST 2009GECCOconf/gecco/2009g1789-1790Creating regular expressions as mRNA motifs with GP to predict human exon splitting.2009dblp Tue Jun 09 17:18:20 CEST 2009ACM SIGPLAN Notices1292-106Finding Bugs is Easy392004static_analysis FindBugs Tue May 19 18:00:18 CEST 2009Assessment in Education: Principles, Policy \& Practice17--74Assessment and Classroom Learning51998assessment, formative This article is a review of the literature on classroom formative assessment. Several studies show firm evidence that innovations designed to strengthen the frequent feedback that students receive about their learning yield substantial learning gains. The perceptions of students and their role in self-assessment are considered alongside analysis of the strategies used by teachers and the formative strategies incorporated in such systemic approaches as mastery learning. There follows a more detailed and theoretical analysis of the nature of feedback, which provides a basis for a discussion of the development of theoretical models for formative assessment and of the prospects for the improvement of practice.Fri Jan 02 00:00:00 CET 2009AFIPS Spring Joint Computing Conferenceconf/afips/1968s151-159AFIPS Conference ProceedingsBASP: a biomedical analog signal processor.321968dblp Mon Dec 01 11:44:02 CET 2008Assessment, evaluation and accountability1Developing the theory of formative assessment12009WLEFormativeEAssessment assessment feasstpatterns formative theory wleformativeeassessment Mon Dec 01 11:43:32 CET 2008Published by the School of Education, King's College, LondonInside the Black Box: Raising Standards through Classroom Assessment 1998WLEFormativeEAssessment assessment classroom standards Mon Dec 01 11:43:04 CET 2008Educational Assessment, Evaluation and Accountability1Notes towards a theory of formative assessment12009WLEFormativeEAssessment formative learning mathgamespatterns theory Whilst many definitions of formative assessment have been offered, there is no clear rationale to define and delimit it within broader theories of pedagogy. This paper aims to offer such a rationale, within a framework which can also unify the diverse set of practices which have been described as formative. The analysis is used to relate formative assessment both to other pedagogic initiatives, notably cognitive acceleration and dynamic assessment, and to some of the existing literature on models of self-regulated learning and on classroom discourse. This framework should indicate potentially fruitful lines for further enquiry, whilst at the same time opening up new ways of helping teachers to implement formative practices more effectively.Fri Nov 07 10:04:41 CET 2008Assessment, evaluation and accountability1Developing the theory of formative assessment.12009WLEFormativeEAssessment Thu Oct 09 01:28:23 CEST 2008Educational Assessment, Evaluation and Accountability1Notes towards a theory of formative assessment12009WLEFormativeEAssessment Whilst many definitions of formative assessment have been offered, there is no clear rationale to define and delimit it within broader theories of pedagogy. This paper aims to offer such a rationale, within a framework which can also unify the diverse set of practices which have been described as formative. The analysis is used to relate formative assessment both to other pedagogic initiatives, notably cognitive acceleration and dynamic assessment, and to some of the existing literature on models of self-regulated learning and on classroom discourse. This framework should indicate potentially fruitful lines for further enquiry, whilst at the same time opening up new ways of helping teachers to implement formative practices more effectively.Wed Sep 17 12:43:02 CEST 2008Published by nferNelsonMathematics inside the black box: assessment for learning in the mathematics classroom 2006WLEFormativeEAssessment The Black Box subject booklets offer advice to teachers on how on how to interact more effectively with pupils in the classroom so as to promote their learning and attainment in specific subjects, using the formative assessment methods described in the best-selling Inside the Black Box and Working Inside the Black Box.Wed Sep 17 12:38:33 CEST 2008English inside the black box: assessment for learning in the English classroom2006WLEFormativeEAssessment The Black Box subject booklets offer advice to teachers on how on how to interact more effectively with pupils in the classroom so as to promote their learning and attainment in specific subjects, using the formative assessment methods described in the best-selling Inside the Black Box and Working Inside the Black Box .Wed Sep 17 12:36:47 CEST 2008GL AssessmentModern foreign languages inside the black box: assessment for learning in the modern languages classroom2008WLEFormativeEAssessment The Black Box subject booklets offer advice to teachers on how on how to interact more effectively with pupils in the classroom so as to promote their learning and attainment in specific subjects, using the formative assessment methods described in the best-selling Inside the Black Box and Working Inside the Black Box .Wed Sep 17 09:55:05 CEST 2008Published by the School of Education, King's College, LondonInside the Black Box: Raising Standards through Classroom Assessment 1998WLEFormativeEAssessment Tue Sep 16 23:39:07 CEST 2008Cogn Affect Behav NeurosciMar118--24Cross-modal attention capture by affective stimuli: evidence from event-related potentials.72007imported