Abstract. Building on a generalization of classical Henkin-Hintikka evaluation games to Giles' game semantics for Lukasiewicz logic, a concept for evaluating (semi-)fuzzy quantifiers by randomizing the choice of witnessing elements is developed. In particular the adequateness of simple dialogue game rules for so-called proportionality quantifiers is shown.
Using peer assessment in the classroom to increase student engagement by actively involving the pupils in the assessment process has been practiced and researched for decades. In general, the literature suggests using peer review for project-based exercises. This paper analyzes the applicability of peer assessment to smaller exercises at secondary school level and makes recommendations for its use in computer science courses. Furthermore, a school pilot project introducing student-centered classrooms, called “learning office”, is described. Additionally, a concept for the implementation of peer assessment in such student-centered classrooms is outlined.
We introduced two traditional secondary school classes consisting of a total of 57 students to the peer assessment method within the scope of the same software engineering course. The peer students assessed two of 13 exercises using the Moodle workshop activity. The students evaluated these two exercises using an anonymous online questionnaire. At the end of the course, they rated each of the 13 exercises regarding their learning motivation.
Overall, the anonymous feedback on the peer review exercises was very positive. The students not only obtained more feedback, but also received it in a timelier manner compared to regular teacher assessment. The results of the overall rating of all 13 exercises revealed that the two peer reviewed exercises have been rated significantly better than the other eleven exercises assessed by the teacher. Evidence therefore suggests that peer review is a viable option for small- and medium-sized exercises in the context of computer science education at secondary school level under certain conditions, which we discuss in this paper.
Linguistic models of vagueness usually record contexts of possible precisifications. A link between such models and fuzzy logic is established by extracting fuzzy sets from context based word meanings and analyzing standard logical connectives in this setting. In a further step Lawry's voting semantics for fuzzy logics is used to re-interpret standard t-norm based truth functions from the point of view of context update semantics.
Learners of the 21
century face new challenges posed by the requirements of the digital era. However, education itself does not seem to have changed significantly. Thus, reports of a gap between graduates’ competences and the skills truly needed in professional life accumulate. This paper proposes three best practices to modern 21
century education formalized as educational design patterns. Relevant literature is reviewed and the used pattern mining process is outlined. Furthermore, three educational software services fostering the application of the proposed patterns are introduced and evaluated within the scope of usability tests with 56 secondary-level students and a focus group of three teachers. The results show that the educational software services are well suited to reasonably support class and the educational design patterns provide educators with field-tested best practices for 21
century education.
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