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See detailEvaluating Macroeconomic Interventions
Mehra, Rajnish UL

in Robert Litterman. Wiley & Sons (2016)

Detailed reference viewed: 22 (0 UL)
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See detailEvaluating Model Testing and Model Checking for Finding Requirements Violations in Simulink Models
Nejati, Shiva UL; gaaloul, Khouloud; Menghi, Claudio UL et al

in Proceedings of the 27th ACM Joint European Software Engineering Conference and Symposium on the Foundations of Software Engineering (ESEC/FSE) (2019)

Matlab/Simulink is a development and simulation language that is widely used by the Cyber-Physical System (CPS) industry to model dynamical systems. There are two mainstream approaches to verify CPS ... [more ▼]

Matlab/Simulink is a development and simulation language that is widely used by the Cyber-Physical System (CPS) industry to model dynamical systems. There are two mainstream approaches to verify CPS Simulink models: model testing that attempts to identify failures in models by executing them for a number of sampled test inputs, and model checking that attempts to exhaustively check the correctness of models against some given formal properties. In this paper, we present an industrial Simulink model benchmark, provide a categorization of different model types in the benchmark, describe the recurring logical patterns in the model requirements, and discuss the results of applying model checking and model testing approaches to identify requirements violations in the benchmarked models. Based on the results, we discuss the strengths and weaknesses of model testing and model checking. Our results further suggest that model checking and model testing are complementary and by combining them, we can significantly enhance the capabilities of each of these approaches individually. We conclude by providing guidelines as to how the two approaches can be best applied together. [less ▲]

Detailed reference viewed: 75 (15 UL)
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See detailEvaluating Option Pricing Model Performance Using Model Uncertainty
Lehnert, Thorsten UL; Blanchard, Gildas; Bams, Dennis

E-print/Working paper (2014)

Detailed reference viewed: 31 (0 UL)
See detailEvaluating school violence.
Debarbieux, Eric UL; Steffgen, Georges UL

in Ministère de l’Education Nationale (Ed.) Les états généraux de la sécurité à l’école. Thematic articles (2010)

Detailed reference viewed: 51 (2 UL)
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See detailEvaluating Search-Based Techniques With Statistical Tests
Arcuri, Andrea UL

in The Search-Based Software Testing (SBST) Workshop (2018)

This tutorial covers the basics of how to use statistical tests to evaluate and compare search-algorithms, in particular when applied on software engineering problems. Search-algorithms like Hill Climbing ... [more ▼]

This tutorial covers the basics of how to use statistical tests to evaluate and compare search-algorithms, in particular when applied on software engineering problems. Search-algorithms like Hill Climbing and Genetic Algorithms are randomised. Running such randomised algorithms twice on the same problem can give different results. It is hence important to run such algorithms multiple times to collect average results, and avoid so publishing wrong conclusions that were based on just luck. However, there is the question of how often such runs should be repeated. Given a set of n repeated experiments, is such n large enough to draw sound conclusions? Or should had more experiments been run? Statistical tests like the Wilcoxon-Mann-Whitney U-test can be used to answer these important questions. [less ▲]

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See detailEvaluating the effects of information reliability on travellers’ route choice
Bifulco, Gennaro N.; Di Pace, Roberta; Viti, Francesco UL

in European Transport Research Review (2013)

Purpose This paper analyses travellers’ behaviour with respect to route choice in a context where an Advanced Traveller Information System (ATIS) is in place. ATIS are important applications in the field ... [more ▼]

Purpose This paper analyses travellers’ behaviour with respect to route choice in a context where an Advanced Traveller Information System (ATIS) is in place. ATIS are important applications in the field of intelligent transportation systems (ITS). However, the practical impact of ATIS is still a matter for debate, and identification of expected route choice behaviour under ATIS is one of themain ways to assess their practical importance. Methods Travellers’ choices are frequently explored by means of stated preference (SP) approaches. In this paper we discuss some issues to be addressed when an SP survey is carried out, with particular reference to cases where a repeated choice approach is employed in the survey. Results Our analysis concerns an application of the SP approach in a pilot study aimed at identifying the effects of ATIS accuracy on travellers’ compliance with information. Conclusions This paper aims tomake two major contributions. First of all, empirical analyses based on proper indicators and statistical tests are suggested in order to evaluate how the collected data have to be handled in order to eliminate transient route-choice observations. These are due to the warm-up phase inherently associated with the survey method adopted, dealing with repeated choices. Secondly, we analyse (stationary) route choice in order to assess the effects of information reliability (and the kind of information) on both route choice and compliance. [less ▲]

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See detailEvaluating the FITTEST Automated Testing Tools: an Industrial Case Study
Nguyen, Duy Cu UL; Mendelson, Bilha; Citron, Daniel et al

Scientific Conference (2013, October)

Detailed reference viewed: 76 (2 UL)
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See detailEvaluating the HPC Performance and Energy-Efficiency of Intel and ARM-based systems with synthetic and bioinformatics workloads
Plugaru, Valentin UL; Varrette, Sébastien UL; Pinel, Frédéric UL et al

Report (2014)

The increasing demand for High Performance Computing (HPC) paired with the higher power requirements of the ever-faster systems has led to the search for both performant and more energy-efficient ... [more ▼]

The increasing demand for High Performance Computing (HPC) paired with the higher power requirements of the ever-faster systems has led to the search for both performant and more energy-efficient architectures. This article compares and contrasts the performance and energy efficiency of two modern, traditional Intel Xeon and low power ARM-based clusters, which are tested with the recently developed High Performance Conjugate Gradient (HPCG) benchmark and the ABySS, FASTA and MrBayes bioinformatics applications. We show a higher Performance per Watt valuation of the ARM cluster, and lower energy usage during the tests, which does not offset the much faster job completion rate obtained by the Intel cluster, making the latter more suitable for the considered workloads given the disparity in the performance results. [less ▲]

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See detailEvaluating the Impact of Juice Filming Charging Attack in Practical Environments
Meng, Weizhi; Lee, Wanghao; Liu, Zhe UL et al

in The 20th Annual International Conference on Information Security and Cryptology - ICISC2017 (2017, December 01)

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See detailEvaluating the Probabilistic side of Proactive Computing using Cognitive Modelling Methodology and the Statistical Inference of User’s Cognitive States
Shirnin, Denis UL; Zampunieris, Denis UL

in Proceedings of 2014 IEEE 13th International Conference on Cognitive Informatics and Cognitive Computing - London, UK (2014)

In the following paper we present the work in progress, which aims to validate through theoretical and em- pirical study the probabilistic side of proactive computing. We choose the cognitive modelling ... [more ▼]

In the following paper we present the work in progress, which aims to validate through theoretical and em- pirical study the probabilistic side of proactive computing. We choose the cognitive modelling methodology as an approach to implement the probabilistic inference of user’s cognitive states during online activity. We create four cognitive models, which simulate various cognitive states of a user during the task of online search of medical terminology. Additionally, we elaborate several potential scenarios, which may take place during the given task, and we associate these scenarios with our models as the integral elements of the proactive system behaviour. Ultimately, by applying the rules of the Bayesian statistics, we envision to test the principles of proactive computing in the frame of probabilistic approach. [less ▲]

Detailed reference viewed: 140 (11 UL)
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See detailEvaluating Vulnerability Prediction Models
Jimenez, Matthieu UL

Doctoral thesis (2018)

Today almost every device depends on a piece of software. As a result, our life increasingly depends on some software form such as smartphone apps, laundry machines, web applications, computers ... [more ▼]

Today almost every device depends on a piece of software. As a result, our life increasingly depends on some software form such as smartphone apps, laundry machines, web applications, computers, transportation and many others, all of which rely on software. Inevitably, this dependence raises the issue of software vulnerabilities and their possible impact on our lifestyle. Over the years, researchers and industrialists suggested several approaches to detect such issues and vulnerabilities. A particular popular branch of such approaches, usually called Vulnerability Prediction Modelling (VPM) techniques, leverage prediction modelling techniques that flag suspicious (likely vulnerable) code components. These techniques rely on source code features as indicators of vulnerabilities to build the prediction models. However, the emerging question is how effective such methods are and how they can be used in practice. The present dissertation studies vulnerability prediction models and evaluates them on real and reliable playground. To this end, it suggests a toolset that automatically collects real vulnerable code instances, from major open source systems, suitable for applying VPM. These code instances are then used to analyze, replicate, compare and develop new VPMs. Specifically, the dissertation has 3 main axes: The first regards the analysis of vulnerabilities. Indeed, to build VPMs accurately, numerous data are required. However, by their nature, vulnerabilities are scarce and the information about them is spread over different sources (NVD, Git, Bug Trackers). Thus, the suggested toolset (develops an automatic way to build a large dataset) enables the reliable and relevant analysis of VPMs. The second axis focuses on the empirical comparison and analysis of existing Vulnerability Prediction Models. It thus develops and replicates existing VPMs. To this end, the thesis introduces a framework that builds, analyse and compares existing prediction models (using the already proposed sets of features) using the dataset developed on the first axis. The third axis explores the use of cross-entropy (metric used by natural language processing) as a potential feature for developing new VPMs. Cross-entropy, usually referred to as the naturalness of code, is a recent approach that measures the repetitiveness of code (relying on statistical models). Using cross-entropy, the thesis investigates different ways of building and using VPMs. Overall, this thesis provides a fully-fledge study on Vulnerability Prediction Models aiming at assessing and improving their performance. [less ▲]

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See detailEvaluation à l’ère du numérique: continuité ou rupture?
Reuter, Robert UL; Meyers, Christian UL; Busana, Gilbert UL

Scientific Conference (2018, January 10)

Face aux nouveaux défis qui se posent à la société-monde du 21e siècle, les « techno-prophètes » présagent que la numérisation nous aidera à améliorer l’éducation des futures générations (Dräger & Müller ... [more ▼]

Face aux nouveaux défis qui se posent à la société-monde du 21e siècle, les « techno-prophètes » présagent que la numérisation nous aidera à améliorer l’éducation des futures générations (Dräger & Müller-Eiselt, 2015 ; Khan, 2013 ; Cuban, 2003). L’évaluation des apprentissages assistée par ordinateur deviendrait notamment plus efficiente, plus pratique, plus flexible, plus rapide, plus objective, plus accessible, plus sécurisée, plus juste et plus économe. Par contre celle-ci reste souvent dans la continuité de pratiques existantes (Substitution ou Augmentation dans le modèle SAMR de Ruben Puentedura, 2006), donc limitée à la reproduction de connaissances déclaratives et de procédures fixes. Les ordinateurs sont en effet mieux aptes à rapidement corriger les réponses des apprenants à des tests standardisés et fermés. De plus, pour nous la révolution numérique incarne plus un grand défi qu’une solution miracle pour l’évaluation des apprentissages (scolaires ou autres). En effet, dans un monde où la numérisation mène à une croissance exponentielle et à une diffusion ultra-rapide des informations et à leur accès de plus en plus libre et facile, il ne suffit plus d’accumuler des connaissances, ni de simplement les reproduire. Mais il faut être capable de savoir où aller chercher des informations, comment juger leur crédibilité et utilité et comment les utiliser pour résoudre des problèmes. L’évaluation des apprentissages ne pourra donc plus se limiter à mesurer la capacité des élèves à mémoriser et à reproduire des informations mais devra s’aligner sur les nouveaux objectifs d’une éducation préparant les futures générations à affronter les défis d’un monde globalisé et connecté (cf. modèle des 21st century skills; Trilling & Fadel, 2009). La question fondamentale qui se posera pour l’évaluation des apprentissages sera celle de savoir comment évaluer des compétences (savoir, savoir-faire et savoir-être) complexes, dynamiques et changeantes. La question de l’utilisation des technologies numériques à des fins d’évaluation nous semble donc secondaire par rapport à la question de la transformation de l’évaluation afin qu’elle nous permette de répondre aux défis de la révolution civilisationnelle provoquée par la présence des technologies numériques et leur expansion irrémédiable dans nos pratiques culturelles, sociales, économiques, politiques et pédagogiques quotidiennes. Dans cette communication nous ne viserons pas nécessairement à fournir des réponses toutes faites, mais à stimuler le débat sur les relations mutuelles entre révolution numérique et évaluation en milieu scolaire, en termes d’innovations évolutives ou disruptives (Christensen, Johnson & Horn, 2008). [less ▲]

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See detailEvaluation and assessment
Byram, Michael UL

in European Wergeland Centre Statement series (2012)

Detailed reference viewed: 61 (1 UL)
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See detailEvaluation and decision models with multiple criteria: Case studies
Bisdorff, Raymond UL; Dias, L. C.; Meyer, P. et al

Book published by Springer (2015)

Detailed reference viewed: 57 (8 UL)
See detailL'évaluation assistée par ordinateur Recherche sur l'évaluation en éducation
Martin, Romain UL; Burton, Réginald UL

in Figari, Gérard; Lopez Mottier, Lucie (Eds.) Recherche sur l'évaluation en éducation (2006)

Detailed reference viewed: 51 (0 UL)
See detailL’évaluation assistée par ordinateur
Burton, Réginald UL; Martin, Romain UL

in Figari, G; Mottiez Lopez, L (Eds.) Recherche sur l’évaluation en éducation. (2006)

Detailed reference viewed: 45 (0 UL)
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See detailEvaluation au sein d'un lycée-pilote au Luxembourg: Conceptions des enseignants sur les évaluations des compétences des élèves.
Villanyi, Denise UL; Mancuso, Giovanna UL; Poncelet, Débora UL et al

in Actes du Congrès AREF 2013 : Actualité de la recherche en éducation et en formation. (2013)

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See detailL'évaluation curriculaire dans les universités européennes. SQALES (Student's QuAlity of Life and Employability Skills), un dispositif innovant
Amara, Marie-Emmanuelle UL; Baumann, Michèle UL

in Les théories et conceptions curriculaires au coeur des débats éducationnels: un regard comparatif (2010)

Avec la mondialisation du marché du travail, l'employabilité durable est une priorité des politiques universitaires européennes. Les établissements sont encouragés à construire leurs curricula en vue de ... [more ▼]

Avec la mondialisation du marché du travail, l'employabilité durable est une priorité des politiques universitaires européennes. Les établissements sont encouragés à construire leurs curricula en vue de permettre aux étudiants d'acquérir les compétences nécessaires à leur insertion professionnelle (Commission des Communautés Européennes, 2006). Ainsi le taux d'emploi des jeunes diplômés est un indicateur majeur pour les orientations curriculaires. Or, l'université d'aujourd'hui doit aussi veiller à l'épanouissement personnel des étudiants et en faire des citoyens conscients de leurs responsabilités sociales ("Communiqué de Louvain", 2009), c'est pourquoi le dispositif SQALES propose une approche différente concernant : - la nature de l'évaluation : mesurer les Compétences Relatives à l'Employabilité (CRE) non pas l'emploi; - le moment de la mesure : en cours de cursus, et non à la fin, pour proposer des interventions adaptées et suivre l'impact des réajustements (Amara & Baumann, 2008); - la prise en compte du vécu universitaire des étudiants par l'évaluation de leur qualité de vie (QDV - Amara & Baumann, 2006) et de leur Identité Sociale d'Etudiant (ISE - Amara, 2009). L'évaluation SQALES a été réalisée auprès d'étudiants de trois universités européennes inscrits en 1ère année des sciences sociales. Le questionnaire online comportait trois échelles : CRE (6 items adaptés de Lin et al., 2000), QDV psychologique (6 items du WHOQOL-bref, 1998) et ISE (13 items). Les premiers résultats obtenus auprès de 172 volontaires (39 Luxembourgeois, 77 Roumains, 56 Belges) mettent en évidence des scores moyens (sur 100) significativement différents en fonction des facultés. Si les Luxembourgeois obtiennent les meilleurs scores d'ISE et de QDV (respectivement 67.64 & 73.54 vs. Roumains 40.79 & 66.04, vs. Belges 63.34 & 66.06), celui des CRE est plus élevé chez les Roumains (74.94 vs. Luxembourgeois 71.26 vs. Belges 63.03). Cette évaluation-conseil (Bedin, 2009) a permis d'engager avec les responsables universitaires une réflexion sur l'importance de garantir un équilibre entre acquisition de CRE, QDV et ISE et de discuter l'influence des politiques curriculaires à cet égard. [less ▲]

Detailed reference viewed: 44 (3 UL)