Latest news with #assessment
Malay Mail
2 days ago
- Science
- Malay Mail
Of calculators and trust — Fatin Nabila Abd Latiff
JUNE 26 — My experience teaching Mathematics in two countries, Malaysia and China, has revealed an important reality: the way students master this subject is deeply influenced by the educational culture and assessment systems of each country. In today's modern educational era, tools such as scientific calculators and artificial intelligence (AI) have become increasingly prevalent in the classroom. However, students' approaches to using these tools are still firmly rooted in the foundational values shaped by their respective systems. In Malaysia, the use of scientific calculators is standard practice beginning at the upper secondary level. Students rely on calculators for a wide range of mathematical operations, and for some, they become an inseparable part of problem-solving. While calculators help speed up calculations and minimize errors, overreliance can sometimes lead to weaker mastery of basic computational skills and reduced understanding of core mathematical concepts. This culture of calculator dependency is also reflected in Malaysia's national examination, the Sijil Pelajaran Malaysia (SPM). In SPM, calculators are permitted for Mathematics and Additional Mathematics papers. The structure of the exam often assumes that students have access to calculators, especially for questions involving trigonometry, logarithms, or statistical calculations. While this allows for efficiency, it may inadvertently discourage the development of mental calculation and manual problem-solving strategies. In today's modern educational era, tools such as scientific calculators and artificial intelligence (AI) have become increasingly prevalent in the classroom.— Picture via Unsplash By contrast, my experience teaching foundation students under the PASUM offshore program at Xi'an International University in China revealed a very different learning environment. Many students there had never used a calculator. Since they were preparing to pursue their undergraduate degrees at Universiti Malaya, I took the initiative to introduce calculator usage and made it a requirement in both lectures and assessments. Initially, they were unfamiliar and hesitant, but I could see their excitement when they first tried using the device. Even so, most of them continued to prefer solving problems such as multiplication, square roots, and trigonometric expressions manually with remarkable confidence, speed, and precision. This comfort with manual computation stemmed from their early training and a system that actively reinforces such skills. One of the main reasons for this is China's national university entrance exam, Gaokao. Known for its intensity and competitiveness, Gaokao strictly prohibits the use of calculators in the mathematics paper. This policy is intentional. It aims to assess a student's genuine computational skills, ensure fairness across all regions and backgrounds, and encourage deep mastery of mathematical principles without reliance on technology. As a result, Chinese students are trained from a young age to memorize formulas and solve problems manually. The outcome is a generation of students who possess strong fundamental skills and a high level of discipline when tackling complex problems using logical and structured steps. Despite these systemic differences, global developments continue to impact both countries. Students in Malaysia and China are now increasingly turning to AI-powered apps such as ChatGPT, DeepSeek, Symbolab, and Photomath. These tools allow students to input or scan questions and receive complete answers, including solution steps, within seconds. While these technologies offer convenience and accessibility, I have observed a troubling trend: students are becoming increasingly dependent on AI-generated solutions without fully engaging with the problem-solving process. To address this, I apply a simple yet effective approach in my classroom. Students are required to first attempt questions manually, using their own reasoning, before they are allowed to check or verify their answers using AI. This method trains students to think critically, assess their own solutions, and compare them thoughtfully with the output provided by AI tools. It also builds confidence in their conceptual understanding. What I find most encouraging is how students respond when their answers differ from AI-generated ones. On several occasions, I have heard students say confidently, 'I think my answer is correct. The AI is wrong.' To me, this is a clear indicator of authentic learning. These students are not simply replicating solutions — they have internalized the logic, can explain their reasoning, and are unafraid to challenge the authority of a machine when they believe in their understanding. I am not against the use of technology. On the contrary, I fully support the integration of AI as a learning tool, provided it is used wisely and with the right guidance. However, I believe that manual problem-solving and conceptual mastery must remain the foundation of Mathematics education. Technology should enhance students' learning but not replace their ability to think. Calculators, SPM, Gaokao, and AI each represent tools, systems, and educational paradigms that shape students in different ways. What truly matters, however, is ensuring that students are able to understand, reason logically, and trust their own thinking. When a student can confidently say, 'AI is wrong, I know my answer is correct,' because they fully understand the concept, that is where the true success of a teacher lies. *Dr. Fatin Nabila Abd Latiff is a Senior Lecturer of the Mathematics Division, Centre for Foundation Studies in Science, Universiti Malaya (PASUM), and may be reached at [email protected]. ** This is the personal opinion of the writer or publication and does not necessarily represent the views of Malay Mail.
Medscape
5 days ago
- Health
- Medscape
The Precharting System That Actually Saves Time
This transcript has been edited for clarity. Let's talk about precharting — that early morning scramble to review your patients before rounds. To do it efficiently, you need a system. Start with your own list of patients and tackle them one by one. Try not to bounce around. First, scan vitals, overnight events, and new labs. Look for trends, not just numbers;for example, whether a fever is resolving or a creatinine is up-trending. Next, check notes from the night team or nursing updates for any changes or issues that came up. Then, review medications, especially any new ones started overnight. Finally, take a moment to mentally prepare your assessment and nice to have a rough idea of what you're going to say on rounds. The goal of precharting is focused, high-yield review: enough to know what happened, what's going on now, and what you're going to recommend. That is efficient precharting.
Yahoo
5 days ago
- Health
- Yahoo
It took me 17 years and seven attempts to pass my driving test
As a child, it took me a long time to write my own name. In fact, aged six, I remember being taken out of lessons so I could be assessed by an expert. It had been suggested to my parents that I had a learning disorder, and so they sought help. But my reading age was above what was expected; the expert, confused, ruled out dyslexia. I plodded on at my preparatory school, Beaudesert Park in Gloucestershire, not really enjoying lessons at all apart from Art, English and Pottery. I struggled academically and was appalling at sport but would read voraciously in bed until gone midnight when my parents thought I was asleep. Instinctively, I knew my brain worked differently to most of my peers but, as I grew older, more academic and confident, I didn't worry so much about this 'imaginary friend' that had grown with me over the years. In my last year reading French and Spanish at Edinburgh University, a friend who had just been diagnosed with dyslexia and been given extra time in her exams encouraged me to go to the university disability centre and get tested. It was true that I could not navigate the uni library at all and hence a visit there usually ended in tears – not to mention the fact I always seemed to need more time to complete my work. I made an appointment and went along, underwhelmed and not remotely expectant of any extraordinary outcome. My instincts could not have been more wrong. I was booked in for a formal assessment, and during this process I had to do puzzles and other spatial-awareness exercises. The lady who delivered my results tried to stifle a nervous giggle as she told me: 'You are one of the most dyspraxic people I have ever met – I'm surprised you've navigated mainstream education with it.' This was a dizzying conclusion to my educational career. I felt ecstatic, relieved and thankful in equal measure. This imaginary friend of mine, who had tagged along with me for the past 23 years, was in fact a learning disability called dyspraxia. I wished I had known, but I was also grateful that I hadn't – perhaps I would have sat back on my laurels, not pushing myself and accepted defeat. Unfortunately that sense of relief was not permanent, as I soon discovered my dyspraxia had had a very real effect on my ability to drive – or not. A lot of dyspraxic people, who essentially struggle with spatial coordination as well as fine and gross motor skills, cite problems with learning to drive. In this sense I was not alone, but I wished I had known about it when I first started to learn aged 17. Everyone else had passed their test at my school apart from me. My driving, or lack of, had turned into an in-house joke among my family and friends – and fair enough. We lived in Bisley, Gloucestershire, in the Slad Valley, and it was pretty rural. Stroud was our nearest town and about 15 minutes away. I was fortunate that my younger sister, Natasha, drove me around as well as my parents and occasional boyfriend. Before I had even left for Argentina on my gap year in 2000, I had completed around 80 hours of driving lessons in two years with five different instructors. All the lessons would follow a pattern: the first would go more or less okay, but then, inevitably, the instructor would have to grab the wheel when I did something dangerous and unexpected. It took its toll on me… and them. As a result, the instructors didn't last long and always looked a bit pale at the end of our hour. My parents, who were so kind and kept booking me lessons, would listen patiently as the various instructors explained what I had done wrong, such as going round the roundabout the wrong way. I recall my father enquiring as to whether he ought to take me out driving one day instead of the instructor. 'Ooh, no,' came the reply. 'Not without the dual controls. That wouldn't be advisable.' On another occasion, Colin, my sister Natasha's instructor – she had passed rather infuriatingly the first time around – said to my mother, 'We have a problem. She can't drive.' He added, 'We have three options: marry Prince William, get a chauffeur or go automatic.' We decided to work backwards, even if my mother would have preferred to start with option one. Unfortunately, going automatic didn't make too much of a difference. A lot of driving lessons still ended in tears and I failed my first test in 2000, when I was 20, in Cheltenham. It was over within the first minute, after I failed to have the correct response to an ambulance whizzing past us. By this point I have to admit I was close to giving up. But I was somewhat reassured by my friend Richard who would sit in the back of the car reading the newspaper in his dressing gown, wondering what all the fuss was about. (I don't think Richard can drive yet himself, but he lives in London and doesn't have children so he has no burning need.) I decided to pause the driving lessons while I was doing my degree, planning to take up driving again later on. I thought with age I might improve – but I was wrong. Unfortunately, this was the worst possible thing I could have done. Fast-forward 10 years and I was living in the countryside and pregnant with my fourth child. We lived in a very rural area and weren't on a bus route. As my husband Charlie says, you know you're in trouble when you are Googling 'can you take a ride-on lawnmower on a main road?'. I found various automatic instructors in Essex. The first two men were fired by me for different reasons. One started shouting when I did something unexpected and the other kept banging on about his love life and the women who fancied him. I dubbed him George Clooney as he did look a bit like him. That year, in 2014, I attempted five different tests. My second and third tests were in Bury St Edmunds and my fourth, fifth and sixth tests were in Colchester. Yes, I failed five tests in one year. It was all a bit much given that I was pregnant, so I was quite pleased when my fourth child, Celestia, made an early appearance. She, like me, was clearly bored of it all too. After the newborn haze was over I dragged myself back to the wheel, this time in Clacton-on-Sea with new instructor Sue. I wished I had met Sue in the beginning. She was so encouraging. Thanks to her upbeat personality and all the conversations we shared over her past career as a foster parent (as well as the lack of roundabouts in Clacton), my confidence was restored. In 2015, when Celestia was eight months old, I passed my test. Sue winked at me and said, 'Shall we pretend to Charlie (my husband) that you haven't passed?' No, came the reply. 'He's had enough bad news! He doesn't need to hear that again,' I said. Charlie had been a total rock during the process. He had done countless school runs, driven me to play dates, toddler groups and, aside from the odd food delivery, every pint of milk delivered to our fridge was thanks to his efforts. The look of relief on his face when I told him I had passed on my seventh attempt was priceless. Even baby Celestia looked ecstatic and somehow understanding of this family landmark. I celebrate my 10-year anniversary as a driver on July 7, two days before our 20th wedding anniversary. I said to myself that I would never complain about doing the school run after I passed, but I'm sorry to say that I have. I do enjoy being able to drive myself and other people to places, and never take that for granted. My advice to anyone in the same boat is simple: don't settle for a driving instructor who doesn't make you feel comfortable and don't let anyone write you off as someone who shouldn't ever drive. If I can do it, so can you. Yesterday I braved two motorways with a moaning teenager in the back. Believe in yourself – and don't give up. Broaden your horizons with award-winning British journalism. Try The Telegraph free for 1 month with unlimited access to our award-winning website, exclusive app, money-saving offers and more.
CBC
19-06-2025
- Politics
- CBC
Manitoba declined to follow through on urgent plans to review wildfire preparedness after NDP took power
Manitoba declined to follow through on urgent plans outlined in provincial documents to conduct an external review of wildfire preparedness after the NDP took power in 2023. The minister in charge said the province conducted internal assessments of the wildfire service instead. In a note prepared for the incoming government marked as an "urgent issue" in the fall of 2023, Manitoba's wildfire service said it wanted to review how prepared it was to respond to the next wildfire season, detect wildfires and make tactical decisions. That note was part of a government-transition binder prepared for NDP officials following the provincial election in October 2023, in which the previous Progressive Conservative government was defeated. That binder was later published, with some redactions. The service said in the note that it was "exploring opportunities" to hire a consultant to conduct a forensic examination of the 2023 wildfire season and assess the preparedness of the wildfire service for the next wildfire season. "The focus of the study would be on identifying opportunities for improvement and addressing gaps," read the note, which listed assistant deputy minister Kristin Hayward as the official responsible. The study would have examined how decisions were made both before and during the wildfire season, whether staff requested, collected and examined the right information to prepare for and manage wildfires, and whether the service had the right systems in in place to to support "safe, efficient and effective decision-making and operations," according to the note. The study also would have looked at "whether the right information got to the people that needed it, both on a daily operational basis and during incidents," and whether existing policies and practices were followed, according to the note. In addition, the study would have looked at whether key wildfire service personnel had the appropriate training and experience, the note said. 'Reviewed the options': province Since the 2023 note, the government has not hired a consultant to assess Manitoba's wildfire preparedness, according to a statement from the province, which was not attributed to any official. "The province reviewed the options but ultimately did not proceed with using an external consultant at that time," the statement said. Ian Bushie, Manitoba's minister of natural resources and Indigenous futures, said in a statement the province conducted internal assessments of response times, protection and wildfire forecasting in 2024 and 2025. Those assessments were led by the wildfire service, in collaboration with other departments and agencies, he said, with a focus on "building capacity within our public service" rather than outsourcing. "Their deep knowledge and expertise provide strong internal capacity to identify what worked and where improvements are needed," Bushie said. In an interview late Wednesday, Bushie said he could not say whether the internal assessments conducted over the past two years replicated the external review envisioned in 2023. "Those things are a work in progress," the minister said. "As we go forward in each season, we learn from each season, we learn in real time to be able to assess. "So I couldn't actually go back and refer to old documents and say, yes, we've checked this box." Bushie also said he is not aware what transpired in 2023, when a PC government was in power, to warrant a forensic examination of wildfire preparedness. Infrastructure and Transportation Minister Lisa Naylor said during a Monday news conference that wildfire officials were prepared for everything that has transpired during the 2025 wildfire season, the worst in recent memory. A total of 9,022 square kilometres of the province have burned so far this year, displacing roughly 22,000 people. The burned area works out to 1.6 per cent of Manitoba's land mass. Manitoba Progressive Conservative Leader Obby Khan questioned whether the province was in fact prepared for a wildfire season of this magnitude. "The question becomes, was this government completely caught off guard by this?" Khan asked during an interview from Ottawa. He questioned why Manitoba did not hire an external consultant to review wildfire preparedness. "This recommendation was made to the NDP. The NDP chose not to take action," he said.
The Independent
29-05-2025
- General
- The Independent
The long wait for an ADHD diagnosis in the UK
An estimated 2.5 million people in England may have attention deficit hyperactivity disorder (ADHD), according to new figures. NHS England estimates suggest that 741,000 children and young people aged five to 24 may have ADHD, along with 147,000 under the age of five. Over half a million people (549,000) in England were waiting for an ADHD assessment as of March 2025, up from 416,000 the previous year. Of those waiting for assessment, 304,000 had been waiting at least a year, and 144,000 had been waiting at least two years, with the majority (382,000) aged between five and 24. Healthwatch England 's chief executive, Louise Ansari, highlighted that many people with ADHD don't seek support due to long assessment waits and called for more comprehensive and robust data collection.
