00626nas a2200145   4500008004100000245012900041210006900170260002200239653000800261100002200269700002000291700001800311700002100329856013000350       2015                        eng d00aWorkshop: TeachEngineering Digital Library: Hundreds of Free, Searchable, NGSS-aligned Hands-on Engineering Lessons for K-120 aWorkshop TeachEngineering Digital Library Hundreds of Free Searc  aSeattle, WAc201510aBIS1 aReitsma, Reindert1 aZarske, Malinda1 aYowell, Janet1 aSamson, Carleigh  u/biblio/workshop-teachengineering-digital-library-hundreds-free-searchable-ngss-aligned-hands02114nas a2200181   4500008004100000245008500041210006900126260000900195300001200204490000700216520152400223653001501747653000801762100002201770700002001792700002001812856010001832       2010                        eng d00aAspects of 'Relevance' in the Alignment of Curriculum with Educational Standards0 aAspects of Relevance in the Alignment of Curriculum with Educati  c2010  a362-3760 v463 aRetrieval of useful digitized learning objects is a key objective for educational digital libraries, but imprecise definitions of alignment hinder the development of effective retrieval mechanisms. With over 63,000 U.S. K-12 science and mathematics education standards and a rapid proliferation of Web-enabled curriculum, retrieving curriculum that aligns with the standards to which teachers must teach is increasingly important. Previous studies of such alignment use single-dimensional and binary measures of relevance. Perhaps as a consequence they suffer from low inter-rater reliability (IRR), with experts agreeing about alignments only some 20-40% of the time. We present the results of an experiment in which the dependent variable ‘alignment’ is operationalized using the Saracevic model of relevance in which; i.e., alignment is defined and measured through ‘clues’ from the everyday practice of K-12 teaching. Results show higher inter-rater reliability on all clues with significantly higher IRR on several specific alignment dimensions. In addition, a (linear) model of ‘overall alignment’ is derived and estimated. Both the structure and explanatory power of the model differ significantly between searching vs. assessment. These results illustrate the usefulness of clue-based relevance measures for information retrieval and have important consequences for both the formulation of automated retrieval mechanisms and the construction of a gold standard set of standard-curriculum alignments.10aAccounting10aBIS1 aReitsma, Reindert1 aMarshall, Byron1 aZarske, Malinda  uhttp://www.sciencedirect.com/science/article/B6VC8-4XF7Y02-1/2/3fd5e4257f3d904d5929eeff2185c67800511nas a2200145   4500008004100000245011400041210006900155260000900224653001500233653000800248100002000256700002200276700002000298856004700318       2009                        eng d00aDimensional Standard Alignment in K-12 Digital Libraries: Assessment of Self-found vs. Recommended Curriculum0 aDimensional Standard Alignment in K12 Digital Libraries Assessme  c200910aAccounting10aBIS1 aMarshall, Byron1 aReitsma, Reindert1 aZarske, Malinda  uhttp://doi.acm.org/10.1145/1555400.1555403