Privacy engineeringPrivacy engineering is an emerging field of engineering which aims to provide methodologies, tools, and techniques to ensure systems provide acceptable levels of privacy. In the US, an acceptable level of privacy is defined in terms of compliance to the functional and non-functional requirements set out through a privacy policy, which is a contractual artifact displaying the data controlling entities compliance to legislation such as Fair Information Practices, health record security regulation and other privacy laws.
Electronic assessmentElectronic assessment, also known as digital assessment, e-assessment, online assessment or computer-based assessment, is the use of information technology in assessment such as educational assessment, health assessment, psychiatric assessment, and psychological assessment. This covers a wide range of activities ranging from the use of a word processor for assignments to on-screen testing. Specific types of e-assessment include multiple choice, online/electronic submission, computerized adaptive testing such as the Frankfurt Adaptive Concentration Test, and computerized classification testing.
Protection de la vie privée dès la conceptionLa protection de la vie privée dès la conception, privacy by design en anglais, est une approche de l’ingénierie des systèmes qui prend en compte la vie privée tout au long du processus. Ce concept est un exemple de la (approche qui intègre les valeurs de l’humain dans tout le processus de la conception de la technologie).
Privacy lawPrivacy law is the body of law that deals with the regulating, storing, and using of personally identifiable information, personal healthcare information, and financial information of individuals, which can be collected by governments, public or private organisations, or other individuals. It also applies in the commercial sector to things like trade secrets and the liability that directors, officers, and employees have when handing sensitive information.
Évaluation formativeLes concepts d’évaluation formative et sommative ont été apportés par Michael Scriven en 1967, dans le contexte de l’évaluation de programmes éducatifs (curriculum evaluation). Pour Scriven, une évaluation formative devait permettre à un établissement scolaire d’estimer la capacité de ses programmes scolaires à atteindre leurs objectifs, de façon à guider les choix de l’école pour les améliorer progressivement, au contraire d’une évaluation sommative qui cherche à poser un jugement final sur les programmes : « marchent-ils » ou pas ? Et en conséquence, faut-il les maintenir, les étendre ou les abandonner ? Benjamin Bloom reprend dans les années suivantes cette distinction pour l’appliquer au processus d’apprentissage, notamment dans son ouvrage Handbook on formative and summative evaluation of student learning.
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