Zoekresultaten voor “statistical conclusion validity”

Zoekresultaten (35)

HBO/WO

MBO

21 juli 2026

Introduction to Stochastic Hydrology

Hydrologic systems are both complex and extremely heterogeneous in time and space. As hydrological models are simplified versions of reality, their predictions are by definition subject to uncertainty. The field of stochastic hydrology focuses on quantifying this uncertainty along with prediction. This book aims to present an overview of the field of stochastic hydrology at an introductory level. A wide range of topics and methods will be treated, while each topic and method is only treated at a basic level: descriptive statistics; probability and random variables; hydrological statistics and extremes; random functions; time series analysis; geostatistics; forward stochastic modeling; and state prediction and Kalman filtering. The book can be used for a 10-15-week course at third-year undergraduate or first-year graduate level.

Document

Marc F.P. Bierkens

5 mei 2026

Collaboration and Personal Development

In this reader, a teaching programme (assignments, underlying models and theories) is described to develop collaborative skills in a transdisciplinary-oriented educational context in between science and society. The focus lies on creating awareness about mechamisms that promote pleasurability, effectiveness and responsibility in professional collaborative practices. The MSc course for which it was created, is called Academic Consultancy Training, taught at Wageningen University and Research

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Marjan Wink, Michel Kropman, Valentina Tassone

8 april 2026

ACA-bot

ACA-bot is an engaging chatbot designed for Automated Conversational Assessment (ACA). Drawing inspiration from traditional oral exams, this text-based conversational agent transforms assessment into a dynamic learning experience. It supports both formative and summative evaluation by offering students personalised feedback and guidance at every step of their learning journey. The first ACA-bot prototype focuses on assessing students’ understanding of basic statistical concepts, but its flexible design allows for easy adaptation to a wide range of subjects and learning contexts. Through interactive dialogue, students can practise explaining ideas clearly under exam-like conditions, apply their knowledge to new and challenging questions, and refine their reasoning as they respond to follow-up prompts. They gain valuable insights into their own understanding, identify areas for improvement, and gradually build confidence for both oral and written assessments. For educators, ACA-bot offers a powerful way to scale oral examinations and enhance formative assessment without increasing workload. It automates parts of the assessment process, provides structured and actionable insights into student performance, and opens the door to more personal, interactive feedback at scale. By combining the strengths of conversational AI and educational assessment, ACA-bot turns evaluation into a collaborative, insightful process. It empowers students to think aloud, reason more effectively, and grow, while giving educators a smarter, more innovative way to understand and support learning. ACA-bot is een slimme en inspirerende chatbot die onderwijs en Artificial Intelligence samenbrengt. Geïnspireerd door het klassieke mondelinge examen tilt deze tekstgebaseerde gespreksagent Automated Conversational Assessment naar een nieuw niveau. Studenten krijgen via natuurlijke gesprekken directe, persoonlijke feedback en begeleiding, waardoor leren en toetsen samenvloeien in één boeiende ervaring. Het prototype van ACA-bot is ontwikkeld om kennis over statistiek te beoordelen, maar dankzij het flexibele ontwerp kan het systeem eenvoudig worden aangepast aan andere vakgebieden en toepassingen. Tijdens interactieve dialogen leren studenten helder uitleg geven, hun kennis toepassen op nieuwe vragen en hun redenering aanscherpen. Ze ontdekken waar hun begrip nog verdiept kan worden en groeien zichtbaar in zelfvertrouwen — waardevolle voorbereiding op zowel mondelinge als schriftelijke examens. Ook voor docenten biedt ACA-bot een slimme oplossing. Het maakt mondelinge toetsing schaalbaar, ondersteunt formatieve beoordeling via gesprek, en vermindert de werkdruk door delen van het beoordelingsproces te automatiseren. Bovendien geeft het gestructureerde inzichten in de voortgang en denkwijze van studenten, waardoor elke dialoog bijdraagt aan beter onderwijs. ACA-bot laat zien hoe Automated Conversational Assessment het leren persoonlijker, interactiever en effectiever maakt. Studenten denken hardop, verkennen hun eigen begrip, en verbeteren met vertrouwen — terwijl docenten op een innovatieve, datagedreven manier inzicht krijgen in hoe kennis werkelijk wordt begrepen.

App

Aki Härmä, Julie Bauer

15 september 2025

FiReGlass - Glass beams with defined fire resistance

In this recorded presentation from glasstec 2024, Maximilian Möckel, from TU Dresden, discusses fire resistent glass beams. In the construction industry, the application of load-bearing laminated safety glass (LSG), such as glass beams or glass columns, is of particular importance in terms of preventive structural fire protection. LSG with a transformation temperature of individual components of up to 550 °C conse-quently loses its load-bearing capacity. In co-operation between Hero Fire GmbH, Taupitz GmbH & Co. KG and the Institute of Building Construction of the TUD Dresden University of Technology, LSG-beams were developed for use as load-bearing elements with defined fire resistance. The newly developed FiReGlass beam compris-es a load-bearing LSG core, which is protected from the fire exposure by two protection systems. The glass surfaces and lower glass edges are protected by an all-round protection system compris-ing fire protection gel and sacrificial panes. This system is integrated into the support structure. These new developments enable the realization of comprehensive fire protection and defined fire resistance. For further details, please refer to the linked publication. Special thanks to Messe Düsseldorf GmbH for providing the footage, and to Maximilian Möckel for contributing to the Open GLASSroom OER collection. The creation of these resources has been (partially) funded by the ERASMUS+ grant program of the European Union under grant no. 2022-1-DE01-KA220-HED-000089750. Neither the European Commission nor the project's national funding agency DAAD are responsible for the content or liable for any losses or damage resulting of the use of these resources.

Video

Maximilian Möckel

6 juni 2025

How To Write A Quantitative Research Paper

So, you need to write a ‘quantitative’ research paper, and you want to know: what is the correct way of writing such a paper? The answer is, unfortunately: it depends … For one, there is no universally accepted, ‘correct’ way of writing any paper in the social sciences in general. Moreover, even just within the so-called ‘quantitative’ research tradition specifically, there exist different viewpoints on what makes for a good research paper. To muddy things up even further, how to write a paper will also depend on the specific research question(s) that it addresses. Hence, even the same scientist might opt for varying approaches in different papers. Having said that, it is possible to identify some common rules and practices that are often followed, as well as a number of practices that should generally be avoided. Based on these common rules and practices, this document is meant to help you on your way with writing a ‘quantitative’ research paper by offering a number of tips, tricks and rules-of-thumb. None of these rules and practices are set in stone, and you (or your teacher/supervisor) may have excellent arguments to deviate from them. However, in general, following them will greatly increase the quality of your paper.

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Alex Lehr, Roderick Sluiter

10 maart 2025

EPIFFANI Project Results

These are the combined results for the EPIFFANI Project by Prof. Nicolas Mangin. This project was funded buy SURF's Stimuleringsregeling open en online onderwijs. The aim of the project was to build and test a set of four open source applications for R/integration into the LMS, which allowed teachers to easily automate formative testing through IT solutions. With these applications, teachers can easily and quickly create automate the processing of making tests with personalized feedback for students. The results have three elements: A full project report, which provides context for the creation and creation process A link to Youtube video demonstration of the tools, made for the University of Groningen's education festival 2022 A link to the Github page of project lead Nicolas Mangin. On this page, all the packages can be downloaded, and documentation and instruction are available All tools are licensed under a GPL-3 license, but as this license is not available, it has been noted as CC BY-SA here.

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Nicolas Mangin

2024

Rubric for assessment of MSc thesis at Wageningen University

This is the rubric to be used for the assessment of MSc thesis at Wageningen University.

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Arnold Moene, Mieke Latijnhouwers

2024

Rubric for assessment of MSc research practice at Wageningen University

This rubric is to be used for the assessment of an MSc research practice.

Document

Arnold Moene, Mieke Latijnhouwers

2 september 2023

Evaluating information & data: Avoiding bias

Avoiding bias Information may have a particular bias towards an ideological, political or commercial viewpoint. A critical analysis of a source as well as of the author’s background is needed to identify evidence of bias. Bias may be the result of a selective representation, but also of selective omission. Suggested.

Website

Erasmus University Library

1 september 2023

Practical: Presenting statistical data

Understand and demonstrate the data representation for AI and ML modelling. Apply a range of plotting techniques to visualise data. Be able to check for fairness, handle outliers and missing data.

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HCAIM Consortium