Exploring the use of peer assessment as a vehicle for closing the gap between feedback given and feedback used

Literature is increasingly drawing attention to the gap between feedback given to students and feedback used by students. This paper reflects on the beginnings of an evaluation into the potential of peer assessment to act as a vehicle to enable students to make use of feedback they receive. A case study is presented within an action research paradigm outlining the introduction of a peer formative assessment process. Current findings highlight the importance of appreciating the emotional as well as the cognitive aspects of peer learning and suggest that cultural shifts at programme level may be required for peer assessment to be most effective

What the eye doesn’t see: a case study exploring the less obvious impacts of peer assessment.

For many years now literature has drawn attention to the close relationship between assessment processes and student learning. Increasing attention is currently being paid to exploring some of the inherent complexities in this relationship and how assessment can both promote and inhibit student learning. The role of peer assessment is currently being explored within this framework. This paper reflects on the beginnings of an evaluation into a peer assessment exercise introduced with the aim of enabling students to work actively with the assessment criteria whilst feeding back to each other on their formative work prior to summative submission. Current findings highlight the importance of engaging in an assessment dialogue with students as key issues may impact on student learning but remain invisible to the tutor. The emotional as well as cognitive aspects of peer learning are highlighted alongside the need for learning pedagogies to be incorporated at programme, as well as module, level for peer assessment to be most effective

Exploring the use of peer assessment as a vehicle for closing the gap between feedback given and feedback used

Literature is increasingly drawing attention to the gap between feedback given to students and feedback used by students. This paper reflects on the beginnings of an evaluation into the potential of peer assessment to act as a vehicle to enable students to make use of feedback they receive. A case study is presented within an action research paradigm outlining the introduction of a peer formative assessment process. Current findings highlight the importance of appreciating the emotional as well as the cognitive aspects of peer learning and suggest that cultural shifts at programme level may be required for peer assessment to be most effective

Researching pedagogy in a contested space

The Context Statement is Part One of my submission for my thesis submitted in partial fulfilment of the requirements for the Degree of Doctor of Philosophy by Public Works. It is presented to be read in conjunction with Part Two of this submission, which contains the submitted works. The Context Statement is written in line with the requirements of Middlesex University regulations for doctoral awards and the chapters are structured in relation to these requirements. The submitted works were not initially written for submission as part of a PhD. The Context Statement has enabled me to be more explicit about my thinking and the processes underpinning each of the submissions. Chapter One focuses on placing my submitted works within the literature in relation to pedagogy as a field of study/inquiry and broader current debates. The contested space occupied by pedagogic research is highlighted in this process. Chapter Two provides an account and critique of the research methodology and the research methods used in the submitted works. Reference is also made to the methodological and theoretical frameworks underpinning my works. Chapter Three presents the works as a coherent whole and critiques each submission individually. Interconnecting themes across the works are identified. The predominant unifying theme across all my submitted works is that when seeking to enhance student learning it is necessary to explore the processes underpinning learning and to contextualise these within their social and emotional as well as their cognitive context. The Context Statement draws attention to the contested nature of the space currently inhabited by pedagogic research and my submitted works that have explored the lived experience of students being educated in this terrain. Strengths and weaknesses of the works overall are identified in this process. Chapter Four offers a reflective account of my development as a researcher and highlights the influence of how who I am influences what I do in relation to my research. The Context Statement outlines the significant and original contribution to the knowledge base of pedagogic research made by my submitted works. The works are based on a predominant theme providing both unity and continuity. Read in conjunction with Part Two, the submitted works, the Context Statement has enabled me to fulfil the requirements for the doctoral award which is equivalent to that of a PhD by thesis

Making changes to assessment methods in social work education: focusing on process and outcome

Moving towards delivering the new social work qualification led to many social work programmes considering the 'fitness for purpose' of assessment methods being used to assess the competence of social work students. This article highlights how changes in assessment methods were considered on one particular social work programme. The advantages and disadvantages of three particular assessment methods in relation to professional practice are debated here. Discussions emanating from these considerations and subsequent changes made to the programme are highlighted. The specific focus is on the experience of one particular social work programme which is used as a case study to illustrate issues of general relevance in social work education. It is intended that the reflections presented in this article will contribute to this broader arena of learning and teaching for professional practice taking place and continuing beyond the introduction of the new qualification

What the eye doesn’t see: a case study exploring the less obvious impacts of peer assessment.

For many years now literature has drawn attention to the close relationship between assessment processes and student learning. Increasing attention is currently being paid to exploring some of the inherent complexities in this relationship and how assessment can both promote and inhibit student learning. The role of peer assessment is currently being explored within this framework. This paper reflects on the beginnings of an evaluation into a peer assessment exercise introduced with the aim of enabling students to work actively with the assessment criteria whilst feeding back to each other on their formative work prior to summative submission. Current findings highlight the importance of engaging in an assessment dialogue with students as key issues may impact on student learning but remain invisible to the tutor. The emotional as well as cognitive aspects of peer learning are highlighted alongside the need for learning pedagogies to be incorporated at programme, as well as module, level for peer assessment to be most effective

Growing South Dakota (WInter 2024)

[Page] 3 Continuing a Leadership Journey [Page] 5 CAFES Leadership Team Grows [Page] 7 Award-Winning Faculty & Staff [Page] 9 New Endowment Holders Recognized [Page] 10 Inaugural Precision Livestock Field School Offered at SDSU Cottonwood Field Station [Page] 11 SDSU Celebrates Professional Program in Veterinary Medicine Students [Page] 13 Clay Carlson, SDSU Meat Science Graduate Student Approaches School and Life with Winning Mindset [Page] 15 SDSU Alumni has been selected as the Head Coach of the South Dakota State University Livestock Judging Team [Page] 16 Livestock Units Promote Hands-On Learning & Premier Research [Page] 20 SDSU leads NSF-backed fertilizer development project [Page] 21 SDSU Extension programs address economic questions [Page] 23 Big Dreams, Bigger Successes [Page] 25 CAFES News & Updates [Page] 26 Recognizing SDSU Extension Experts and Distinguished Alumni [Page] 27 Carson Noeker, CAFES student credits athletic success to rural roots [Page] 28 POET Bioproducts Center officially opens with ribbon-cutting ceremony [Page] 29 Jackrabbits Now & Then [Page] 30 Saying ‘yes’https://openprairie.sdstate.edu/growingsd/1036/thumbnail.jp

Stabilization of liposomal functional anchors by cross-linkable lipids

Micro- and nanoparticles are designed to deliver drugs and contrast agents to their target site in a controlled manner. One of the greatest obstacles in the performance of such delivery vehicles is their stability in the presence of serum. Here we investigate a method to stabilize a class of liposomes in which lipid vesicles are modified post- fabrication through surface adsorption and anchoring. We hypothesized that the sequential adsorption of functional units followed by covalent cross-linking of the liposome would provide enhanced stability in the presence of human serum. To investigate this hypothesis, liposomes composed of diyne-containing lipids were assembled and functionalized via chitosan conjugated with a hydrophobic anchor and the magnetic resonance (MR) contrast agent, gadolinium, as a model functionality. This strategy served to stabilize the thermodynamically favorable association between liposome and modified functional chitosan. Furthermore, the chitosan-coated, cross-linked liposomes proved more effective as delivery vehicles of MR contrast agents than uncross-linked liposomes due to the reduced liposome degradation and chitosan desorption. Overall, this study demonstrates a useful method to stabilize a broad class of particles used for systemic delivery of various molecular cargos

Frogs and newts revisited: a case study of peer assessment.

Three brief papers will be presented for discussion. One paper will be from a lecturer's perspective on using peer formative assessment with social work undergraduates and will outline the findings of the subsequent research undertaken here by the presenter. The teaching process will be presented along with the key findings from focus group interview and student questionnaires. The focus will be on what worked well when students gave and received formative feedback and what interesting issues were raised for others to consider in relation to academic and practice learning for social work students. Thoughts for future improvements will also be outlined. The second paper will then be from a student's perspective focusing on how her prior experiences of previous feedback had impacted on her feelings about undertaking the exercise - an agenda often not visible to lecturers. She will then briefly outline what she learned through the process and evaluate the experience in light of her future learning. The third paper will be from a different student's perspective where she will again evaluate how the experience impacted on her learning. She will also highlight the particular relevance she sees peer assessment as having for social work practice and how she has used her learning to develop both her academic and placement work. How students take learning forward in the future is again an area not automatically seen by lecturers. The focus of the presentation overall will be presenting a case study and setting this within the wider context of academic and practice learning for social work students. The three papers will be brief and will highlight key issues. At least half the session will be devoted to engaging participants in a discussion about the relevance of the experiences outlined to their own particular contexts and to social work education more broadly