Academic Assessment

The Success and Happiness Attributes Questionnaire (SHAQ) was developed primarily from ideas in my book, You Can Choose To Be Happy: “Rise Above” Anxiety, Anger, and Depression  It assumes a cognitive systems model of human personality and behavior and emphasizes the importance of cognitions (values, beliefs, knowledge, thoughts, skills, etc.) for influencing both emotions and behavior. 
The SHAQ REVISED SCALES consist of 81 scales and subscales to reflect the complexity of key cognitive factors influencing happiness and success.  SHAQ’s main scales were reliable according to Cronbach alpha tests.  More than 3446 users completed most or all of SHAQ according to their personal choices.  All completed additional outcome scales and items.  Overall happiness, depression, anxiety, anger, health, relationship outcomes, highest personal income, academic achievement, and other factors were measured by outcome scales. 
The SHAQ scales had moderate to high positive correlations with almost all outcome measures.  SHAQ’s subscales had surprisingly high multiple correlations with the emotional outcomes; with Overall Happiness, R = .865, R Square = .749; with Low Depression, R = .730, R Square = .533; with Low Anxiety R = .675, R Square = .426; with Low Anger-Aggression,  R = .701, R Square = .491(N = 1123 for all analyses).  For the 224 subjects who completed all 70 subscales--including the academic scales, R = .897, R Square = .805 for Overall Happiness. I devised the Happiness Quotient (HQ) to get an overall predictor of happiness.  The HQ score is determined by a linear combination of 56 SHAQ scale/subscale scores. HQ was made analogous to IQ by having a mean = 100 and a standard deviation = 10. 
This SHAQ ADMINISTRATION MANUAL contains complete information and forms for administering, scoring, and minimally interpreting the SHAQ results.  It may be used by users and researchers to further understand the more specific, learned components of values, beliefs, and skills that are important in achieving happiness, success, and other positive well-being outcomes.

Real estate is combination of the land and their physical improvement. In simply real estate is a physical or real property. Real property is a property which including with land or building. Real estate property and any property directly connected with the real estate market. There are buildings, ponds, roads, canals and other machinery things are included to the real property. "The efficient market hypothesis (EMH) maintains that all stocks are perfectly priced according to their inherent investment properties, the knowledge of which all market participants possess equally."-1970 by Eugene Fama-Simply its idea about the property purchasing power. Identify the real estate bubble, it usually starts with an increase the demand and limited supply. Which takes relatively some period for the increase (expand). It's similar to the bubble. Because when the bubble goes up with increase the air, it takes several time until affordable. But it was boom in some time. The demand and supply was decrease like bubble boom. "A housing bubble is a run-up in housing prices fueled by demand, speculation and exuberance. Housing bubbles usually start with an increase in demand, in the face of limited supply, which takes a relatively extended period to replenish and increase."-reviewed by Will Kenton updated apr 12, 2018-Identify the Real Estate Market; Real estate market is one of the major factor which driven by the real estate. Simply its idea about the housing market. Which is represent the purchased, rented property on the market or through real estate through brokers. 'the real property market' is an abstract term aggregating all transactions in real property throughout the country"-Urban land economics-There are few characteristics to determine the Real Property Market.  Every property is Unique  Only few buyers and sellers act at any one time  Prices of properties are relatively high  Most people rarely buy or sell properties  Properties are relatively hard to market and not liquid because they are durable products The real estate market is the most inefficient market in the world. There are several factors that are affecting to the real estate market inefficient. There are physical factors, economic factors and technical factors.

This study comments on the relevance of inclusive educational theories and policies within English higher education (HE), with reference to disabled international students' experiences. The project is both timely and appropriate as there is an acute shortage of documentation on the application of policies for the inclusion of disabled students, and disabled international students in particular, in English universities. The methodology adopted was essentially qualitative but did, where possible, adhere to 'emancipatory' principles. Data collection strategies included content analysis of relevant literature and policy statements, and field studies involving a focus group and semi-structured interviews with 30 disabled international students in English universities. The study provided an up-to-date snapshot of disabled international students' accounts and the multiple disadvantages they experienced in their universities based on their identities as disabled, international and sometimes mature students. In conclusion, a number of insights have been provided which will contribute towards a more inclusive HE system.

The Vision 2030 agenda was recently adopted as a roadmap and methodology for developmental and economic action throughout the Kingdom of Saudi Arabia. Vision 2030 includes support for universities' academic and administrative operations through the collection, rigorous analysis, and reporting of a wide range of data. Prefaced with an overview of the Saudi economic, policy, and educational landscape, the paper's main contribution is a case study of Imam Abdulrahman Bin Faisal University (IAU), chosen because of its recent attempt to institutionalize academic assessment protocols, procedures and culture. It institutionalized a directorate focused on academic assessment, launched a Decision Support Unit dashboard, and developed key performance indicators (KPIs) to assess students' academic performance, course performance and employability. The IAU has since become a regional leader in higher education assessment. Emulating their approach affords other Saudi higher education institutions the opportunity to increase Saudi graduates' ability to directly contribute to the country's economy, ultimately promoting economic growth, diversification, and development as envisioned in Vision 2030.

The purpose of this article is to determine to what extent that it is possible to ‘game’ the current academic citation system by artificial means. This article studies a twelve month period of scholarly promotion through a variety of mechanisms in order to test the ability of incentive-based promotion to generate academic citations as calculated by Google Scholar. My primary hypothesis is that the Google Scholar algorithm is not sophisticated enough to be able to distinguish between the value of actual and artificial citations, and thus the citation-based system is flawed and should be de-prioritized as an assessment tool for academics until such gaps are eliminated. A follow-up article will assess the results of this experiment and its methodology, and discuss what implications that these findings may have for the current citation-based system of academic value measurement for scholars.

This descriptive-correlational study aimed at investigating the relationship between the triple factors of students’ score, academic level and employment status of professors and the professors’ assessment scores. The statistical population of this research was composed of all professors of Tarbiat Modares University in the 2012-2013 and 2013-2014 academic years (N= 670). Regarding this, it was attempted to select a total of 336 participants using the purposeful sampling method. Regarding the data collection tools used in relation to professors' assessment scores, it was decided to make use of verified reports prepared by the Office of Faculty Affairs of Tarbiat Modares University. Given the student's scores in the relevant courses, it was tried to make use of Golestan comprehensive reports, which were sufficiently reliable and valid. Then, the Step-Wise Multiple Regression was used to predict the assessment score in relation to the triple factors. The main results of this study indicated that there was a significant and positive correlation between the professors’ assessment scores and the triple factors (P≤0.05). Actually, the three variables together accounted for about 6% of the variance in the professors’ assessment scores. Also, F statistics, standardized regression coefficients (β) and T statistics were significant in the regression equation (P≤0.05).

This presentation addresses how assessment is managed on campus to improve our general education curriculum through both evaluation of student work and curricular revisions. The primary focus is on how this process played out recently within the diversity competency of our general education program.

Objectifying Academic Performance Evaluation. The paper looks into the risks of the negative influence that the human factor may have on the objectivity of academic interactions between the participants in the educational process and, therefore, the quality of the process as a whole. It explores the methods of achieving this objectivity, particularly in the process of academic performance evaluation, in order to rid the academic interactions of the influence of the subjective factors conditioned by interpersonal relations. With this purpose in mind, the paper proposes a solution: to equip the educational process with software and tools offered by the state-of-the-art information technologies that ensure virtual interaction between the educational process participants and the academic performance evaluation through peer-reviewing in compliance with the principles of collegiality and geographical diversification, and in accordance with the categories of pedagogical ethics.
Объективация оценки академической успеваемости. В статье рассматриваются риски негативного влияния человеческого фактора на объективность академических интеракций между участниками учебно-воспитательного процесса и соответственно на качество образовательного процесса в целом. Исследуются методы достижения такой объективности, в частности в процессе оценивания академической успеваемости, с целью выведения академических взаимодействий из-под влияния субъективных факторов межличностных отношений. Для достижения поставленной цели предлагается решение по интеграции в образовательный процесс современных программных и инструментальных средств информационных технологий, обеспечивающих возможность виртуализации взаимодействия участников учебно-воспитательного процесса и контроля академической успеваемости посредством независимой экспертной оценки при соблюдении принципов коллегиальности и географической диверсификации и в соответствии с категориями педагогической этики.

Bibliometric and scientometric methods are similar, but scientometry analyses the quantitative aspects of generation, dissemination and utilization of scientific information in order to contribute to the understanding of the mechanism of scientific research. The evaluation of the performance of scientific research is the most important application of scientometry. Recently, interest grows in the use of scientometry techniques for the measurement the efficiency and productivity of the research. These techniques are not substitutes for expert reviews and evaluations, but are complimentary. We present two of very useful tools, free, for scientometrics assessment: LOTKA's software and PUBLISH OR PERISH software.

Service-learning contributes to student development in multiple ways through academic, social, personal, and civic outcomes. Because it intends varied outcomes and is itself a complex pedagogy, formally assessing students in service-learning courses can prove particularly challenging for faculty. These challenges include on-site observation of service performance, working with multiple assessors, and heavy workload. This chapter is a qualitative study of the challenges encountered by faculty in formally assessing students in academic service-learning courses. The study uses phenomenographic research methods and is based on interviews with 17 faculty members from 4 universities in Hong Kong. It is hoped that difficulties faculty face in assessing service-learning will be better understood and that practical insights can be drawn to guide assessment practices in academic servicelearning. Results show that all participants combined traditional and experiential assessment methods in their courses and that reflection was commonly used. However, on-site performance was not assessed by all and was the most reported area of challenge. On-site performance is the primary means for faculty to see how students are applying their knowledge and skills. It also helps ensure the quality of service rendered to the community. It is recommended that course components and assessment methods directed towards actual service work be reinforced.

This study comments on the relevance of inclusive educational theories and policies within English higher education (HE), with reference to disabled international students' experiences. The project is both timely and appropriate as there is an acute shortage of documentation on the application of policies for the inclusion of disabled students, and disabled international students in particular, in English universities. The methodology adopted was essentially qualitative but did, where possible, adhere to 'emancipatory' principles. Data collection strategies included content analysis of relevant literature and policy statements, and field studies involving a focus group and semi-structured interviews with 30 disabled international students in English universities. The study provided an up-to-date snapshot of disabled international students' accounts and the multiple disadvantages they experienced in their universities based on their identities as disabled, international and sometimes mature students. In conclusion, a number of insights have been provided which will contribute towards a more inclusive HE system.

One of the most important curricular responsibilities facing new and even experienced department chairs is successfully managing the outcomes assessment of their academic programs. At some institutions, this is referred to as academic outcomes or student learning outcomes.

The aim of the paper is to show the scale of preparing habilitation reviews ending with untypical conclusions and the impact of such reviews on the outcome of habilitation proceedings in one discipline – sociology. The general analysis of the outcome of the review comes down to the final conclusion; the detailed analysis proposed by the author also takes into account the degree of strengthening or weakening of this conclusion. In particular, the weakening of a positive conclusion may indicate that the actual evaluation of the work is rather negative and differs from the nominal evaluation. The article begins with a theoretical introduction in which the author analyzes the legal aspects of reviewing the achievements to the habilitation degree, the imperfections of this process indicated in the literature, and briefly refers to American and Polish research in the field of pragmatics of RPT reviews, which provide tools to interpret the mechanism of formulating unobvious conclusions. A study conducted on a sample of 130 habilitation cases in sociology from 2012–2019 showed that the results of the proceedings were rather consistent with the results of the reviews. Nevertheless, a set of “border proceedings” have been identified that have received reviews with a low degree of certainty (weakened) or some, but divergent, degree of certainty. In their case, the outcome of the proceedings was unpredictable, i.e. proceedings with the same review configuration ended in different ways.
Celem artykułu jest ukazanie skali sporządzania recenzji habilitacyjnych zakończonych nietypowymi konkluzjami oraz wpływu takich recenzji na wynik postępowania habilitacyjnego w jednej dyscyplinie – socjologii. Ogólna analiza wyniku recenzji sprowadza się do uwzględnienia końcowego wniosku, analiza szczegółowa, którą proponuje autor, bierze także uwagę stopień wzmocnienia lub osłabienia tej konkluzji. W szczególności osłabianie pozytywnej konkluzji może świadczyć o tym, że rzeczywista ocena pracy jest raczej negatywna i różni się od oceny nominalnej.
Artykuł rozpoczyna się wstępem teoretycznym, w którym Autor analizuje prawne aspekty recenzowania dorobku na stopień doktora habilitowanego, niedoskonałości tego procesu wskazywane w literaturze, oraz krótko odnosi się do amerykańskich i polskich badań z zakresu pragmatyki recenzji awansowych, które dają narzędzia by zinterpretować mechanizm formułowania nieoczywistych konkluzji.
Badanie przeprowadzone na próbie 130 postępowań habilitacyjnych z socjologii z lat 2012-2019 wykazało, że wyniki postępowań były zgodne z wynikami recenzji. Tym niemniej udało się dostrzec zbiór „postępowań granicznych”, które otrzymały recenzje o niskim stopniu pewności (osłabione) lub pewne, ale rozbieżne. W ich przypadku wynik postępowania był nieprzewidywalny, tj. postępowania o takiej samej konfiguracji recenzji kończyły się w różny sposób.