Showing papers on "Judgement published in 2016"

Distinction A Social Critique Of The Judgement Of Taste

Abstract: distinction a social critique of the judgement of taste is available in our book collection an online access to it is set as public so you can download it instantly. Our digital library hosts in multiple countries, allowing you to get the most less latency time to download any of our books like this one. Kindly say, the distinction a social critique of the judgement of taste is universally compatible with any devices to read.

Spurious unanimity and the Pareto principle

Abstract: The Pareto principle states that if the members of society express the same preference judgement between two options, this judgement is compelling for society. A building block of normative economics and social choice theory, and often borrowed by contemporary political philosophy, the principle has rarely been subjected to philosophical criticism. The paper objects to it on the ground that it applies indifferently to those cases in which the individuals agree both on their expressed preferences and on their reasons for entertaining them, and those cases in which they agree on their expressed preferences while differing on their reasons. The latter are cases of ‘spurious unanimity’, and it is normatively inappropriate, or so the paper argues, to defend unanimity preservation at the social level for such cases: thus the Pareto principle is formulated much too broadly. The objection seems especially powerful when the principle is applied in an ex ante context of uncertainty, in which individuals can disagree on both their probabilities and utilities, and nonetheless agree on their preferences over prospects.

Ethical competence: A concept analysis

Abstract: Background:Exploring the concept of ethical competence in the context of healthcare is essential as it pertains to better quality of care. The concept still lacks a comprehensive definition covering the aspects of ethical expertise, ethical knowledge and action of a health professional.Objective:This article aims to report an analysis of the concept of ethical competence.Method:A modified strategy suggested by Walker and Avant was used to analyse the concept.Results:As a result, the concept of ethical competence can be defined in terms of character strength, ethical awareness, moral judgement skills and willingness to do good. Virtuous professional, experience of a professional, human communication, ethical knowledge and supporting surroundings in the organisation can be seen as prerequisites for ethical competence. Ethical competence results in the best possible solutions for the patient, reduced moral distress at work and development and democratisation of society.Conclusion:The results of the analysis ...

The Role of Peer-Assisted Learning in Building Evaluative Judgement: Opportunities in Clinical Medical Education.

Abstract: This study explored the contribution of peer-assisted learning (PAL) in the development of evaluative judgement capacity; the ability to understand work quality and apply those standards to appraising performance. The study employed a mixed methods approach, collecting self-reported survey data, observations of, and reflective interviews with, the medical students observed. Participants were in their first year of clinical placements. Data were thematically analysed. Students indicated that PAL contributed to both the comprehension of notions of quality, and the practice of making comparisons between a given performance and the standards. Emergent themes included peer story-telling, direct observation of performance, and peer-based feedback, all of which helped students to define 'work quality'. By participating in PAL, students were required to make comparisons, therefore using the standards of practice and gaining a deeper understanding of them. The data revealed tensions in that peers were seen as less threatening than supervisors with the advantage of increasing learners' appetites for thoughtful 'intellectual risk taking'. Despite this reported advantage of peer engagement, learners still expressed a preference for feedback from senior teachers as more trusted sources of clinical knowledge. While this study suggests that PAL already contributes to the development of evaluative judgement, further steps could be taken to formalise PAL in clinical placements to improve learners' capacity to make accurate judgements on the performance of self and others. Further experimental studies are necessary to confirm the best methods of using PAL to develop evaluative judgement. This may include both students and educators as instigators of PAL in the workplace.

Five Provocations for Ethical HCI Research

Abstract: We present five provocations for ethics, and ethical research, in HCI. We discuss, in turn, informed consent, the researcher-participant power differential, presentation of data in publications, the role of ethical review boards, and, lastly, corporate-facilitated projects. By pointing to unintended consequences of regulation and oversimplifications of unresolvable moral conflicts, we propose these provocations not as guidelines or recommendations but as instruments for challenging our views on what it means to do ethical research in HCI. We then suggest an alternative grounded in the sensitivities of those being studied and based on everyday practice and judgement, rather than one driven by bureaucratic, legal, or philosophical concerns. In conclusion, we call for a wider and more practical discussion on ethics within the community, and suggest that we should be more supportive of low-risk ethical experimentation to further the field.

Teaching Character and Virtue in Schools

Abstract: Teaching Character and Virtue in Schools addresses the contemporary issues of quantification and measurement in educational settings. The authors draw on the research of the Jubilee Centre at the University of Birmingham in order to investigate the concern that the conventional wisdom, sound judgement and professional discretion of teachers is being diminished and control mistakenly given over to administrators, policymakers and inspectors which in turn is negatively effecting pupils’ character development. The books calls for subject competence to be complemented by practical wisdom and good character in teaching staff. It posits that the constituent virtues of good character can be learned and taught, that education is an intrinsically moral enterprise and that character education should be intentional, organised and reflective. The book draws on the Jubilee Centre’s expertise in support of its claims and successfully integrates the fields of educational studies, psychology, sociology, philosophy and theology in its examination of contemporary educational practices and their wider effect on society as a whole. It offers sample lessons as well as a framework for character education in schools. The book encourages the view that character education is about helping students grasp what is ethically important and how to act for the right reasons so that they can become more autonomous and reflective individuals within the framework of a democratic society. Particularly interested readers will be educational leaders, teachers, those undertaking research in the field of education as well as policy analysts with a keen interest in developing the character and good sense of learners today.

Taking up the challenge of evidencing value in educational development: from theory to practice

Abstract: Measurable targets, key performance indicators, value for money – whatever we may think of the ‘impact agenda’, it looks like it is here to stay. Are we trapped in a positivist, new managerialist spiral of demonstrating the value of our work, or can we take the lead in reframing the discourse on how educational development proves its worth? This paper suggests that how we gather and present evidence is currently not fit for the purpose of demonstrating the value of educational development to our institutions. The paper argues that reconceptualising ‘impact’ as ‘evidencing value’ could release us from inadequate or instrumental approaches to evaluation. Evidencing does involve measuring and evaluating, but it also acknowledges the role of judgement, experience, and contextual knowledge in determining what needs to be evaluated, and how. It allows us to reconfigure what can legitimately be included in our heterogeneous mix of evaluation data. Examples of frameworks which might support us in evidenci...

Trust in numbers? Digital Education Governance and the inspection process

Abstract: The aim of the paper is to contribute to the critical study of digital data use in education, through examination of the processes surrounding school inspection judgements. The interaction between pupil performance data and other (embodied, enacted) sources of inspection judgement is scrutinised and discussed with a focus on the interaction between people (in this case inspectors) and data in the forming of judgements. I look at the changing position, work and personnel of the Office for Standards in Education (Ofsted) in England, drawing on recent Economic and Social Research Council funded research, with an emphasis on changes in the basis of authority claims of personnel (who traditionally operated through elite social networks and knowledges) and the rise of data (especially in its new interactive forms) in order to illustrate how the demands and logics of data production and use influence the performance of authority in school inspections in England, and with some reference to wider developments in E...

Exploration of Quantum Interference in Document Relevance Judgement Discrepancy

Abstract: Quantum theory has been applied in a number of fields outside physics, e.g., cognitive science and information retrieval (IR). Recently, it has been shown that quantum theory can subsume various key IR models into a single mathematical formalism of Hilbert vector spaces. While a series of quantum-inspired IR models has been proposed, limited effort has been devoted to verify the existence of the quantum-like phenomenon in real users’ information retrieval processes, from a real user study perspective. In this paper, we aim to explore and model the quantum interference in users’ relevance judgement about documents, caused by the presentation order of documents. A user study in the context of IR tasks have been carried out. The existence of the quantum interference is tested by the violation of the law of total probability and the validity of the order effect. Our main findings are: (1) there is an apparent judging discrepancy across different users and document presentation orders, and empirical data have violated the law of total probability; (2) most search trials recorded in the user study show the existence of the order effect, and the incompatible decision perspectives in the quantum question (QQ) model are valid in some trials. We further explain the judgement discrepancy in more depth, in terms of four effects (comparison, unfamiliarity, attraction and repulsion) and also analyse the dynamics of document relevance judgement in terms of the evolution of the information need subspace.

Changes in the digital scholarly environment and issues of trust

Abstract: Digital transition had resulted in changes in researcher behaviour.It is now easier for scientists to discover and disseminate research.The way scientists exercise trust has not changed.Metrics are less important than experience and personal recommendation. The paper reports on some of the results of a research project into how changes in digital behaviour and services impacts on concepts of trust and authority held by researchers in the sciences and social sciences in the UK and the USA. Interviews were used in conjunction with a group of focus groups to establish the form and topic of questions put to a larger international sample in an online questionnaire. The results of these 87 interviews were analysed to determine whether or not attitudes have indeed changed in terms of sources of information used, citation behaviour in choosing references, and in dissemination practices. It was found that there was marked continuity in attitudes though an increased emphasis on personal judgement over established and new metrics. Journals (or books in some disciplines) were more highly respected than other sources and still the vehicle for formal scholarly communication. The interviews confirmed that though an open access model did not in most cases lead to mistrust of a journal, a substantial number of researchers were worried about the approaches from what are called predatory OA journals. Established researchers did not on the whole use social media in their professional lives but a question about outreach revealed that it was recognised as effective in reaching a wider audience. There was a remarkable similarity in practice across research attitudes in all the disciplines covered and in both the countries where interviews were held.

Validity of comparative judgement to assess academic writing: examining implications of its holistic character and building on a shared consensus

Abstract: Recently, comparative judgement has been introduced as an alternative method for scoring essays. Although this method is promising in terms of obtaining reliable scores, empirical evidence concerning its validity is lacking. The current study examines implications resulting from two critical assumptions underpinning the use of comparative judgement, namely: its holistic characteristic and how the final rank order reflects the shared consensus on what makes for a good essay. Judges’ justifications that underpin their decisions are qualitatively analysed to obtain insight into the dimensions of academic writing they take into account. The results show that most arguments are directly related to the competence description. However, judges also use their expertise in order to judge the quality of essays. Additionally, judges differ in terms of how they conceptualise writing quality, and regarding the extent to which they tap into their own expertise. Finally, this study explores diverging conceptualis...

Social esteem versus social stigma: The role of anonymity in an income reporting game

Abstract: This paper aims at experimentally testing the role of different non-monetary (dis)incentives on tax compliance. Participants were subjected to different experimental conditions where the role played by anonymity differed. As expected, anonymity does play an important role in the decision to pay taxes. In addition, we found that a negative non-monetary incentive increases tax compliance more effectively than a positive non-monetary incentive. We also found that the effect of these non-monetary incentives is mitigated when too much information is made available. Results show that, when evasion is made public, tax fraudsters are willing to pay in order to keep their dishonest behaviour undisclosed and to avoid public shame. Interestingly we found a misalignment on the impact of stigmatization, namely that the judgement of an individual's evasion is perceived, by the individual, more harshly than a judgement made by the said individual regarding evasion carried out by other parties.

Using comparative judgement and online technologies in the assessment and measurement of creative performance and capability

Abstract: In this paper we argue that comparative judgement delivered by online technologies is a viable, valid and highly reliable alternative to traditional analytical marking. In the past, comparative judgement has been underused in educational assessment and measurement, particularly in large-scale testing, mainly due to the lack of supporting technologies to facilitate the large number of judgements and judges. We describe the foundations of comparative judgement and dispel many of the old issues regarding its use in regards to time, cost and training for large-scale assessment. Studies in the use of comparative judgement and online technologies for the assessment and measurement of practical performance conducted by Edith Cowan University provide a context for further promoting its use in educational testing.

Thematic fit evaluation: an aspect of selectional preferences

Abstract: In this paper, we discuss the human thematic fit judgement correlation task in the context of real-valued vector space word representations. Thematic fit is the extent to which an argument fulfils the selectional preference of a verb given a role: for example, how well “cake” fulfils the patient role of “cut”. In recent work, systems have been evaluated on this task by finding the correlations of their output judgements with human-collected judgement data. This task is a representationindependent way of evaluating models that can be applied whenever a system score can be generated, and it is applicable wherever predicate-argument relations are significant to performance in end-user tasks. Significant progress has been made on this cognitive modeling task, leaving considerable space for future, more comprehensive types of evaluation.

The uneasy alliance of assessment and feedback

Abstract: Assessment and feedback can make strange bedfellows. Their goals sometimes lie at cross purposes. Summative assessment, for example, is judgmental, telling us whether or not learners have reached a necessary standard; as Konopasek observes, “when practicing summative assessment, we are acting far more as regulators than educators” [1]. Feedback, on the other hand, is developmental, facilitating learners’ progress. Reconciling judgement and development is a tenuous balancing act.

Personality similarity between teachers and their students influences teacher judgement of student achievement

Abstract: This study examined personality similarity between teachers and their students and its impact on teacher judgement of student achievement in the domains of reading comprehension and mathematics. Personality similarity was quantified through intraclass correlations between personality characteristics of 409 dyads of German teachers and their students. This similarity index was combined with teachers’ global and task-specific judgements of student achievement. Personality similarity has a significant effect on global judgement in both domains under study. Students who are similar to their teacher are judged more positively than students who are dissimilar, even when students’ test performance is controlled. This effect could not be verified for task-specific judgements. Results indicate that impact of potential sympathy bias in social judgements differs between different types of judgement. That is, global judgements are more likely to be biased than more specific judgements. Theoretical and educational rel...

Enacting Firm, Fair and Friendly Practice: A Model for Strengths-Based Child Protection Relationships?

Abstract: Strengths-based solution-focused approaches are gaining ground in statutory child protection work, but few studies have asked front line practitioners how they navigate the complex worker-client relationships such approaches require. This paper describes one component of a mixed-methods study in a large Canadian statutory child protection agency in which 225 workers described how they applied the ideas of strengths-based practice in their daily work. Interviews with twenty-four practitioners were analysed using an interpretive description approach. Only four interviewees appeared to successfully enact a version of strengths-based practice that closely mirrored those described by key strengths-based child protection theorists and was fully congruent with their mandated role. They described navigating a shifting balance of collaboration and authority in worker-client relationships based on transparency, impartial judgement, attentiveness to the worker-client interaction and the value that clients were fellow human beings. Their accounts extend current conceptualisations of the worker-client relationship in strengths-based child protection work and are congruent with current understandings of effective mandated relationships. They provide what may be a useful model to help workers understand and navigate relationships in which they must reconcile their own authority and expertise with genuine support for the authority and expertise of their clients. Language: en

Judgement And Decision Making

Abstract: Thank you very much for reading judgement and decision making. As you may know, people have search numerous times for their favorite novels like this judgement and decision making, but end up in infectious downloads. Rather than reading a good book with a cup of tea in the afternoon, instead they cope with some infectious virus inside their computer. judgement and decision making is available in our digital library an online access to it is set as public so you can get it instantly. Our books collection hosts in multiple locations, allowing you to get the most less latency time to download any of our books like this one. Merely said, the judgement and decision making is universally compatible with any devices to read.

The evaluation criteria

Abstract: In her second article on the Early Years Inspection Handbook, Rebecca Martland explores the first of the two key judgement areas and exactly what they mean for childminders.

Alienating Curriculum Work in Australian Vocational Education and Training.

Abstract: Competency-based training (CBT) is a curriculum model employed in educational sectors, professions and industries around the world. A significant feature of the model is its permeability to control by interests outside education. In this article, a ‘Neoliberal’ version of CBT is described and analysed in the context of Australian Vocational Education and Training (VET). In this version of the model, a division of curriculum labour is instituted that, from the perspective of Neoliberal theory, allows the interests of educators to be limited in accordance with the belief that they will neglect the interests of students and other stakeholders if they have control over the whole curriculum construction process. But this version of CBT denigrates the expertise of educators by forcing them to set aside their own judgement about what is important to teach and implement a pre-existing picture of an occupation that may or may not be an effective representation. Empirical evidence is reviewed that suggests curricul...

Game theory and strategy in medical training.

Abstract: Objective This paper analyses how game theory can provide a framework for understanding the strategic decision-making that occurs in everyday scenarios in medical training and practice, and ultimately serves as a tool for improving the work environment and patient care. Game theory has been applied to a variety of fields outside of its native economics, but has not been thoroughly studied in the context of health care provision. Methods The paper discusses four of the most common ‘games’ and applies each to a scenario in medicine to provide new insight on the incentives and drivers for certain types of behaviour and a deeper understanding of why certain results are valued more strongly than others. Conclusions Using game theory as an integrative tool, in conjunction with good judgement and a sound knowledge base, trainees and physicians can work to better recognise where competing priorities exist, understand the motivations and interactions of the various players, and learn to adjust their approaches in order to ‘change the game’ when their preferred outcome is not the most likely one.

Does calibration reduce variability in the assessment of accounting learning outcomes

Abstract: Reliable, consistent assessment process that produces comparable assessment grades between assessors and institutions is a core activity and an ongoing challenge with which universities have failed to come to terms. In this paper, we report results from an experiment that tests the impact of an intervention designed to reduce grader variability and develop a shared understanding of national threshold learning standards by a cohort of reviewers. The intervention involved consensus moderation of samples of accounting students’ work, with a focus on three research questions. First, what is the quantifiable difference in grader variability on the assessment of learning outcomes in ‘application skills’ and ‘judgement’? Second, does participation in the workshops lead to reduced disparity in the assessment of the students’ learning outcomes in ‘application skills’ and ‘judgement’? Third, does participation in the workshops lead to greater confidence by reviewers in their ability to assess students’ skills in ap...

Heuristics and Meta-heuristics in Scientific Judgement

Abstract: Despite the increasing recognition that heuristics may be involved in myriad scientific activities, much about how to use them prudently remains obscure. As typically defined, heuristics a...

II—What’s Wrong with Paternalism: Autonomy, Belief, and Action

Abstract: Several influential characterizations of paternalism or its distinctive wrongness emphasize a belief or judgement that it typically involves—namely, the judgement that the paternalized is likely to act irrationally, or some such. But it’s not clear what about such a belief can be morally objectionable if it has the right epistemic credentials (if it is true, say, and is best supported by the evidence). In this paper, I elaborate on this point, placing it in the context of the relevant epistemological discussions. I explain how evidentialism is opposed to such thoughts; I show that possible ways of rejecting evidentialism (along lines analogous to those of pragmatic encroachment) won’t work; and I sketch an account of the wrongness of paternalism that doesn’t depend on any flaw in the belief about others’ likely behaviour.

What's in a Frame? How Professionals Assess Clients in Dutch Work Reintegration Practice

Abstract: With the increased attention on labour market participation, the field of work reintegration support has grown dramatically. In order to improve professionals' performance, standards and performance measures are introduced in this field. We question whether this will improve the quality of their work. Closer scrutiny needs to be paid to the inherently normative and structuring role of professional judging. We applied the concept of ‘frames of reference’ to the process of professional judgement in work reintegration. This concept helped us to understand how a work reintegration professional structures a client's story through implicit rules that escape formalization and control mechanisms. On the basis of 24 in-depth interviews with diverse work reintegration professionals in the Netherlands, we distinguish five of these frames: a procedural, a work-focused, a caring, a learning and a facilitating frame of reference. Furthermore, we show that professionals differ widely in the images they have of clients, leading to a large variety in judgement of, and interaction with, clients. Though differences between professionals are inherent to a complex and dynamic field as work reintegration, the current variety in professional-client contact in work reintegration seems to depend too much on arbitrary professional preferences. Therefore, reflection on these differences, both among professionals and by policymakers, is needed in order to improve the professional practice of work reintegration service.