The potential for machine learning systems to improve via a mutually beneficial exchange of information with users has yet to be explored in much detail. Previously, we found that users were willing to provide a generous amount of rich feedback to machine learning systems, and that the types of some of this rich feedback seem promising for assimilation by machine learning algorithms. Following up on those findings, we ran an experiment to assess the viability of incorporating real-time keyword-based feedback in initial training phases when data is limited. We found that rich feedback improved accuracy but an initial unstable period often caused large fluctuations in classifier behavior. Participants were able to give feedback by relying heavily on system communication in order to respond to changes. The results show that in order to benefit from the user’s knowledge, machine learning systems must be able to absorb keyword-based rich feedback in a graceful manner and provide clear explanations of their predictions. Author Keywords Machine learning, user feedback. ACM CLASSIFICATION KEYWORDS H.5.2 [Information interfaces and presentation (e.g., HCI)] User Interfaces: Theory and methods. H.1.2 [Models and Principles]: User/Machine Systems: Human information processing, Human factors.

The Reason!Able software helps students acquire general skills of reasoning and argument. Developed over a number of years at the University of Melbourne, the software is now widely used in schools and universities. This paper illustrates Reason!Able in use, then describes some of the underlying educational principles, results from a recent study evaluating learning in students using Reason!Able, and ways Reason!Able is being used at Melbourne Grammar School. Background How can we help students reason better? This is an important question. Strong thinking skills are increasingly required for participation in the emerging knowledge economy. However, past research suggests that acquiring the general skills of reasoning and argument is a slow and difficult business (Kuhn 1991), and teaching critical thinking usually has little if any effect (van Gelder, 2000). This problem has driven an ongoing, multi-year cycle of research and development at the University of Melbourne, known as the Re...

This report will present definitions of critical thinking, problem solving, and writing, along with a detailed review of assessment methods currently available. In addition to specific information pertaining to critical thinking, problem solving, and writing, there are general issues pertaining to the assessment of these skills. Definitions of the particular conceptual and methodological criteria that play a key role in evaluating and selecting assessments for use in higher education are outlined in the first section. More specifically, issues to be examined in this section include the following: relevance to policy issues, utility for guiding specified policy objectives, applicability to multiple stakeholder groups, interpretability, credibility, fairness, scope of the data generated, availability or accessibility for specified/diversified purposes, measurability considerations, and cost. In the second section, the test format (multiple-choice vs. performance-based), which impacts the type of data generated and the resultant inferences that are justified, will be reviewed. The last section gives a detailed description of methodological concerns, such as reliability, validity, and method design. Because of the many factors to consider when undertaking a testing project, an assessment specialist who can create a comprehensive testing plan that accounts for conceptual and methodological issues as well as other factors relevant to the outcomes should be consulted. Due to the limitations in length of this report, only conceptual and methodological considerations will be discussed, but readers should take note that there are variables not explained in this report that greatly impact test selection (i.e., student motivation, the sample chosen, or the assessment design). 1.2 S...

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The objectives of this study were to compare the critical thinking skills before and after the implementation of the problem-based learning (PBL) approach among Chinese baccalaureate nursing students and to describe students ’ comments on PBL. A quasi-experimental pre-test/ post-test design was conducted. Through purposive sampling, twenty-three second-year baccalaureate nursing students were invited to participate in this study. PBL was used as the intervention for a one-semester course in nursing. The California Critical Thinking Skills Test Form A (CCTST-A Chinese Taiwan Version) was used to measure the critical thinking skills and was given to students at both pre-test (at the beginning of the course) and post-test (at the end of the course). A paired t-test indicated that PBL students ’ critical thinking skills significantly increased over one semester (P<.05). In addition, most of the students suggested that PBL encouraged them to share their opinions with others, analyze situations in different ways and think of more possibilities for solving problems. However, a few students felt very stressed and overloaded during the PBL process. In conclusion, PBL promoted nursing students ’ critical thinking skills.

This study investigates the impact of structured reading lessons on the development of critical thinking skills in college students learning English as a foreign language. This study took place during the first level of English in their academic program. Two groups of students were included in the study. One group received traditional reading instruction while the other group had structured reading lessons that intended to create opportunities to operate in higher order thinking levels. The gains in critical thinking skills were assessed on the basis of each group’s comparative results on the California Critical Thinking Test (Facione, 1995) between the pre-test and post-test. Results showed that students who had structured reading lessons did not improve in a significant way compared to the results of the control group in the post-test. 1

Based on data collected from 383 students at three Indiana colleges and universities, this study found a positive relationship between the measure of deep approaches to learning (DAL) on the National Survey of Student Engagement and critical thinking dispositions (measured by the California Critical Thinking Dispositions Inventory). The study also found a positive relationship between the DAL measure and reflective thinking skills (measured by the Reasoning about Current Issues test) for students who had mostly A’s in high school. No relationship was found between the measure of DAL and critical thinking skills (measured by the California Critical Thinking Skills Test).