The accuracy of learning results relies on the evaluation and assessment. goals, including problem solving ability must be aligned with valid standardized measurement tools. study exploring nature problem-solving, framework, assessment in Indonesian context will make contributions to educational system. This review involved 32 studies that focus problem-solving test development conducted Indone...

Background and objectives: The current paper examined the relationship between problem solving ability and quality of life of mothers of Autism Spectrum Disorder (ASD) children in Isfahan. Method & Materials: This is a descriptive correlational study.  Population consisted of mothers of Autism Spectrum Disorder (ASD) children in Isfahan. Sample was selected from one autism center out of thre...

in this paper, we proposed an algorithm for solving the problem of task scheduling using particle swarm optimization algorithm, with changes in the selection and removing the guide and also using the technique to get away from the bad, to move away from local extreme and diversity. scheduling algorithms play an important role in grid computing, parallel tasks scheduling and sending them to appr...

BACKGROUND The Ministry of Health and Medical Education in the Islamic Republic of Iran has undertaken a reform of its health system, in which-lower level managers are given new roles and responsibilities in a decentralized system. To support these efforts, a United Kingdom-based university was contracted by the World Health Organization to design a series of courses for health managers and tra...

Much of the focus on learning technologies has been on structuring innovative learning experiences and on managing distance and hybrid learning environments. This article focuses on the use of technology as an important formative assessment and feedback tool. The rationale for this focus is based on prior research findings that suggest that timely and informative feedback promotes learning. The...

We present a methodology for designing better learning environments. In Phase 1, 6th-grade students’ (n = 223) prior knowledge was assessed using a difficulty factors assessment (DFA). The assessment revealed that scaffolds designed to elicit contextual, conceptual, or procedural knowledge each improved students’ ability to add and subtract fractions. Analyses of errors and strategies along wit...