One side-effect of having made great leaps in computing over the last few decades, is the resulting over-abundance in software tools created to solve the diverse problems. Problem solving with computers has, in consequence, become more demanding; instead of focusing on the problem when conceptualizing strategies to solve them, users are side-tracked by the pursuit of even more programming tools (as available).Computer-Based Problem Solving Process is a work intended to offer a systematic treatment to the theory and practice of designing, implementing, and using software tools during the problem solving process. This method is obtained by enabling computer systems to be more Intuitive with human logic rather than machine logic. Instead of software dedicated to computer experts, the author advocates an approach dedicated to computer users in general. This approach does not require users to have an advanced computer education, though it does advocate a deeper education of the computer user in his or her problem domain logic.This book is intended for system software teachers, designers and implementers of various aspects of system software, as well as readers who have made computers a part of their day-today problem solving.

This open access book presents a large number of innovations in the world of operational testing. It brings together different but related areas and provides insight in their possibilities, their advantages and drawbacks. The book not only addresses improvements in the quality of educational measurement, innovations in (inter)national large scale assessments, but also several advances in psychometrics and improvements in computerized adaptive testing, and it also offers examples on the impact of new technology in assessment. Due to its nature, the book will appeal to a broad audience within the educational measurement community. It contributes to both theoretical knowledge and also pays attention to practical implementation of innovations in testing technology.

Publisher’s note: In this 2nd edition: The following article has been added: Jiao H, He Q and Veldkamp BP (2021) Editorial: Process Data in Educational and Psychological Measurement. Front. Psychol. 12:793399. doi: 10.3389/fpsyg.2021.793399 The following article has been added: Reis Costa D, Bolsinova M, Tijmstra J and Andersson B (2021) Improving the Precision of Ability Estimates Using Time-On-Task Variables: Insights From the PISA 2012 Computer-Based Assessment of Mathematics. Front. Psychol. 12:579128. doi: 10.3389/fpsyg.2021.579128 The following article has been removed: Minghui L, Lei H, Xiaomeng C and Potměšilc M (2018) Teacher Efficacy, Work Engagement, and Social Support Among Chinese Special Education School Teachers. Front. Psychol. 9:648. doi: 10.3389/fpsyg.2018.00648

This book constitutes the refereed proceedings of the 12th International Conference on Algebraic Methodology and Software Technology, AMAST 2008, held in Urbana, IL, USA, in July 2008. The 28 revised full papers presented together with 3 invited talks were carefully reviewed and selected from 58 submissions. Among the topics covered are all current issues in formal methods related to algebraic and logical foundations, software technology, and to programming methodology including concurrent and reactive systems, evolutionary software/adaptive systems, logic and functional programming, object paradigms, constraint programming and concurrency, program verification and transformation, programming calculi, specification languages and tools, formal specification and development case studies, logic, category theory, relation algebra, computational algebra, algebraic foundations for languages and systems, coinduction, theorem proving and logical frameworks for reasoning, logics of programs, as well as algebra and coalgebra.

There is a tremendous need for computer scientists, data scientists, and software developers to learn how to develop Socratic problem-solving applications. While the amount of data and information processing has been accelerating, our ability to learn and problem-solve with that data has fallen behind. Meanwhile, problems have become too complex to solve in the workplace without a concerted effort to follow a problem-solving process. This problem-solving process must be able to deal with big and disparate data. Furthermore, it must solve problems that do not have a “rule” to apply in solving them. Moreover, it must deal with ambiguity and help humans use informed judgment to build on previous steps and create new understanding. Computer-based Socratic problem-solving systems answer this need for a problem-solving process using big and disparate data. Furthermore, computer scientists, data scientists, and software developers need the knowledge to develop these systems. Socrates Digital™ for Learning and Problem Solving presents the rationale for developing a Socratic problem-solving application. It describes how a computer-based Socratic problem-solving system called Socrates Digital™ can keep problem-solvers on track, document the outcome of a problem-solving session, and share those results with problem-solvers and larger audiences. In addition, Socrates Digital™ assists problem-solvers in combining evidence about their quality of reasoning for individual problem-solving steps and their overall confidence in the solution. Socrates Digital™ also captures, manages, and distributes this knowledge across organizations to improve problem-solving. This book also presents how to build a Socrates Digital™ system by detailing the four phases of design and development: understand, explore, materialize, and realize. The details include flow charts and pseudo-code for readers to implement Socrates Digital™ in a general-purpose programming language. The completion of the design and development process results in a Socrates Digital™ system that leverages artificial intelligence services from providers that include Apple, Microsoft, Google, IBM, and Amazon. In addition, an appendix provides a demonstration of a no-code implementation of Socrates Digital™ in Microsoft Power Virtual Agent.

No detailed description available for "Mathematical Methods of Specification and Synthesis of Software Systems ‘85".

Advances in computer technology have pointed out the next important area of computer applications: solution of non-numerical problems. It is hardly necessary to emphasize the importance of these kind of problems. First of all most of the decisions one has to make in real-life situations are non-numerical in the first instance and can be represented as numerical problems only as approximations which are often only partially valid. Second, to use the computer to its full potential it should be employed as a logical machine, capable of deduction, and not just as a numerical calculating machine. Thus the computer would extend man's capability for logical reasoning and not just for his capability to do fast and accurate calculation. It is not a new area; indeed non-numerical problems are central in fields such as artificial intelligence, heuristic programming, pattern recognition, classification and information-processing (and retrival) etc. However, it is fair to assess that progress in the area has not been quite as expected. One of the reasons was a lack of conceptual and theoretical framework in which to investigate different classes of non-numerical problems to improve understanding of various types of problems and methods for their solutions and furthermore to enable the methods which have been proven as effective in one situation to be used in another situation with appropriately similar structure.

The author shows how using computers and FORTRAN 95 it is possible to tackle and solve a wide range of problems as they might be encountered in engineering or in the physical sciences.

This is the first book regarding the issues of PISA that has been published with respect to the Southeast Asian region. It is hoped that the content of this book can benefit and provide greater understanding for readers of several important aspects: (a) country performance in PISA 2012 for each participating Southeast Asian country, (b) the need for international comparative studies from the perspective at all levels of the teaching and learning process, (c) equity and quality of education, (d) how PISA impacts on policy making, and (e) the initiatives and future directions, and challenges to improve PISA performance in the future cycles of the PISA Studies. The major issues raised in this book warrant investigation and reporting to all countries of the World, including not only those countries that were engaged in PISA 2012, but also to the approximately 200 countries that are currently in the United Nations Organisation. In these regards, the readership of this book could be extended to the educators, officers from the ministries of education, researchers, policy makers, practising teachers, lecturers in universities and teacher training institutions, postgraduate students, as well as both primary and secondary school principals and teachers.

This book constitutes extended papers from the 4th International Conference on Technology in Education, ICTE 2019, held in Guangzhou, China, in March 2019. The 27 full papers presented in this volume were carefully reviewed and selected from 109 submissions. They are organized in topical sections on blended bearning and computer-supported learning; virtual reality, augmented reality and game-based learning; open online courses and open educational resources; teaching and learning analysis and assessment; pedagogical, psychological and cultural issues.