Xem 1-20 trên 99 kết quả Learning outcomes
  • It is not always clear how the differences in intrinsic evaluation metrics for a parser or classifier will affect the performance of the system that uses it. We investigate the relationship between the intrinsic evaluation scores of an interpretation component in a tutorial dialogue system and the learning outcomes in an experiment with human users. Following the PARADISE methodology, we use multiple linear regression to build predictive models of learning gain, an important objective outcome metric in tutorial dialogue.

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  • The dissertation proposes methods to assess students’ LO in Pedagogics subject of Pedagogic Universities with competencebased approach in order to fully assess the level of achieving competence goals of students in the subject. By improving the assessment methodology the dissertation then contributes to improve the Pedagogics teaching quality in particular and training quality of pedagogical universities in general.

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  • Competences are acquired by, and belong to, students or graduates, rather than teachers. For a graduate who has successfully completed the degree programme, their competences should be at least equivalent to the prescribed learning outcomes (although they are very likely to have developed further in particular areas of learning). In that sense, when referring to the point of graduation, specified learning outcomes can be viewed as equivalent to core graduate competences, and the same descriptors can be used. In the Tuning Project the terms are often used interchangeably....

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  • With the ever increasing amounts of data in electronic form, the need for automated methods for data analysis continues to grow. The goal of machine learning is to develop methods that can automatically detect patterns in data, and then to use the uncovered patterns to predict future data or other outcomes of interest. Machine learning is thus closely related to the fields of statistics and data mining, but differs slightly in terms of its emphasis and terminology.

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  • The Victorian Early Years Learning and Development Framework (VEYLDF) (Victorian Framework) birth to eight years, has been developed in partnership with the Office for Children and Portfolio Coordination, Department of Education and Early Childhood De- velopment (DEECD) and the Victorian Curriculum and Assessment Authority (VCAA). The VEYLDF was launched November 2009 for implementation in 2010. The Victorian Framework describes five Learning and Development Outcomes for children from birth to eight years.

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  • A great deal of work has already been done to define curriculum-level outcomes/ competences for medical education. Some well-known examples are “Tomorrow’s Doctors” (UK General Medical Council, 2003); the “Scottish Doctor” document (Scottish Deans Medical Curriculum Group, 2002); the Global Minimum Essential Requirements (Institute for International Medical Education, 2005) ; guidance issued by the Association of American Medical Colleges (1998); and the CANMEDS Competency Framework, designed primarily for postgraduate medical training (Frank JR, 2005).

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  • In general, the subject of reaction kinetics includes analysis of how fast reactions occur, the predictions of concentrations of reactants and products and how reactions can be altered by changing conditions. The study of kinetics is fundamental in any modern Bioscience and Pharmacology degree programme worldwide, however, in my experience undergraduate students often find this topic rather difficult.

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  • The Tuning Project began in 000 as an initiative funded by the European Commission to develop common core learning outcomes/competences for degree programmes in Europe. It aimed to promote harmonisation in the Higher Education sector in support of the Bologna Declaration and subsequent developments. Beginning in 004, the Tuning (Medicine) Task Force has now generated and gained widespread consensus on a set of learning outcomes for primary medical degree qualifications in Europe.

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  • CFA Level 1 Schweser Notes 2014 - Book 1 Ethical and Professional Standards and Quantitative Methods.The following material is a review of the Ethical and Professional Standards and Quantitative Methods principles designed to address the learning outcome statements set forth by CFA institute.

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  • CFA Level 1 Schweser Notes 2014 - Book 3 Financial reporting and analysis. The following material is a review of the Financial reporting and analysis principles designed to address the learning outcome statements set forth by CFA institute.

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  • CFA Level 1 Schweser Notes 2014 - Book 4 Corporate finance, portfolio management, and equity investments. The following material is a review of the Corporate finance, portfolio management, and equity investments principles designed to address the learning outcome statements set forth by CFA institute.

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  • CFA Level 1 Schweser Notes 2014 - Book 2 Economics. The following material is a review of the Economics principles designed to address the learning outcome statements set forth by CFA institute.

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  • Research problems and questions and how they relate to debates in Research Methods Recommended additional reading: Research Methods for Business Students, (Saunders, M, Lewis, P et al. 2007) Chapters 1 and 2 1.1 Chapter Overview 1.1.1 Learning Outcomes By the end of this chapter successful students will be able to: 1. Understand the learning and teaching strategy for this chapter 2. Distinguish business and management research from other kinds of research 3. Understand the issues relating to identifying and reformulating problems for research 4. Identify the key debates in research methods...

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  • CFA Level 1 Schweser Notes 2014 - Book 5 Fixed Income, Derivatives, and Alternative Investments. The following material is a review of the Fixed Income, Derivatives, and Alternative Investments principles designed to address the learning outcome statements set forth by CFA institute.

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  • From one of the world?s foremost game designers comes a?book that contains a collection of newly-designed and field-tested games. Steve Sugar shows how, with practice and learning reinforcement, these dynamic games can enhance individual and team development in the areas of prioritizing, problem solving, decision-making, communication, and collaboration. A valuable Game-to-Outcome chart helps facilitators match the appropriate game to the desired learning outcome and intended audience.

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  • English is the key learning area where students develop knowledge, skills and understandings about English language and literature. K–6 syllabuses in New South Wales are organised in broad stages that describe the sequence of learning experiences through which students will progress. The outcomes and content in this English K–6 Syllabus are organised in three strands.

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  • The CPA Institute Learning Outcome Statements are listed below. These are repeated in each topic review. However, the order may have been changed in order to get a better fit with the flow of the review.

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  • Schweser Note CFA 2013 Level 2 - Ebook 5 Derivatives and portfolio management. Readings and Learning Outcome Statements. Mời các bạn cùng tham khảo và học thật tốt.

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  • This book is intended to provide the essential mathematics required by construction craft students. It covers the learning outcomes of the math- ematics part of the unit construction science and mathematics for the BTEC First Diploma course in construction. The book is also intended to help construction students studying the subject of analytical methods in the BTEC National Diploma/Certificate in construction and BTEC National Certificate in Civil Engineering, although these syllabuses are not covered in their entirety....

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  • TLC at Work presents a practical approach for developing workplace competencies. It is designed as a resource for trainers, leaders, coaches, and human resources professionals, and for people who recognize a need to build their performance at work. You can use this book to define, describe, and clarify specific areas of performance key to workplace success. You will learn an effective process for assessing performance gaps and facilitating development in others or in yourself.

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