[서평]「Algorithms on Strings, Trees, and Sequences」

An overview of outcomes assessment in postsecondary education is presented, including attention to legislative and accreditation mandates, assessment methods commonly used, and the controversies associated with the implementation of outcomes assesment programs. In examining the results of institutional curriculum assesment programs, the author looks at the ways academic libraries can become involved in university and college level assessment programs in ways which benefit libraries, in addition to looking at ways libraries can assess their instructional programs.

Assessment in Higher Education

Computer-Assisted Assessment in Higher Education

A highly parallel and pipelined computer processor such as a pipelined very long instruction word (VLIW) processor having a plurality of arithmetic and logic units (ALUs) which process computer operations in parallel to speed up the operation of the computer. Operations issued during the branch delay period following conditional jump operations are conditioned on the outcomes of the condition evaluation of such conditional jump operations that have not yet percolated through the instruction issue pipeline, by matching a field in the operation to path information generated by a branch control unit. Operations that succeed are allowed to proceed and the effects of unsuccessful operations are disabled. This allows a form of look-ahead computation after a conditional branch which is particularly attractive for a VLIW processor having a large number of parallel functional units and allows useful work to be done in the branch delay periods. Optionally, only such operations that affect the programmer-visible state of the computer are so conditioned, e.g., store operations to memory, program flow control operations and operations that raise exception conditions. The matching algorithm can be implemented such that an operation is enabled on a single path or on an arbitrary set of paths.

VLIW processor which uses path information generated by a branch control unit to inhibit operations which are not on a correct path

Concurrent C/C++ is a superset of C and C++ that provides parallel programming facilities based on message passing. Upon porting Concurrent C/C++to a shared memory multiprocessor, the authors believed it would be appropriate to supplement Concurrent C/C++ with explicit facilities for synchronizing accesses to shared data structures. The capsule, which is a shared memory access mechanism designed especially for Concurrent C/C++ to match the C++data abstraction facility called the class, is discussed. Capsules are like monitors but they have significant advantages. Capsules satisfy T. Bloom's (1979) criteria for expressiveness of synchronization conditions, support inheritance, allow operations to execute in parallel, and permit them to time out. The design of capsules is reviewed. The author evaluates existing shared memory mechanisms, describes capsules, gives examples of capsules, compares capsules with monitors, and discusses how capsules are implemented by the Concurrent C compiler. >

Capsules: a shared memory access mechanism for Concurrent C/C++

Occam is a low-level programming language designed specifically to program an array of transputers, although it may be implemented on a single transputer or other processor using a suitable run-time support system. The paper describes the use of occam to model combinatorial and sequential logic systems. The suitability of occam for such modelling is discussed.

Simulating hardware structures in occam

As the use of Information Technology (IT) increases, so does the need for accreditation of IT skills. Of the many Computer-Based Assessment (CBA) systems which claim to assess such skills, most are based on approaches such as multiple choice questions or atomic functions tests within controlled environments. In contrast, most professional qualifications in the UK, assessed by human examiners, focus on the output of authentic skills, that is, complete documents produced during realistic interactions with industry standard software. In order to automate the assessment of such examinations the expertise and knowledge of human examiners must be represented and the authentic nature of the assessment tasks retained. This paper describes a suite of Knowledge-based CBA systems for IT Skills, developed at the University of East Anglia, which have been deployed by a leading UK examination body to replace human markers for several of its flagship IT awards.

Knowledge-based systems for marking professional IT skills examinations

Assessment performed by human examiners of candidates taking IT examinations is prone to error which, in some cases, has led to incorrect assessment results. One approach to reducing human error is to use computer-based assessment methods but these are also prone to error, albeit of different types, since computer-based methods have different strengths and weaknesses compared to human examiners. This paper compares the results of the computer-based assessment and human markers on sets of candidates sitting spreadsheet and database examinations as part of the pilot study for computerising a series of professional IT examinations.

An analysis of the difference between traditional and computer-based assessment of IT-skills

/pdf/programming-a-bounded-buffer-using-the-object-and-path-afbkna22tr.pdf

Programming a Bounded Buffer using the Object and Path Expression Constructs of Path Pascal

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