Two Steps Forward, Three Steps Back: The Stormy History of Reading Comprehension Assessment

After closely examining the recent history of reading comprehension assessment in the United States, we have concluded that although both the forms of assessment and the key players in the assessment process have changed in significant ways, the functions of assessment have remained relatively constant. In terms of function, we have always used, and continue to use, assessment tools to evaluate programs, to hold particular groups accountable for some specified set of outcomes (though it may seem that that is all we do these days), to inform instruction, either for individuals or whole classes, and finally, to determine who gains access to particular programs or privileges (the gatekeeping function). However, very different test formats, or at least a very different mix of formats, are used today than were used twenty-five years ago. We contend that changes in our fundamental views of the reading process have paved the way for these new formats. We argue that changing and sometimes conflicting policy contexts (what legislators and other policymakers want from assessments) have been responsible for shifting an emphasis from some functions (e.g., instructional decision making) to others (e.g., accountability) and have changed who it is that decides who shall take what tests and for what purposes. We also attempt to document another thesis, one that is more interpretive than descriptive: Progress, if one can even characterize the history of reading comprehension assessment as moving in a particular reform-minded direction, is best characterized as two steps forward, three steps back. Usually, a forward step is an advance in assessment practice driven by an advance in reading theory, or possibly psychometric theory. Usually, the backward step is a retreat in assessment practice driven by some political or practical constraint. As we discuss later, the most notable retreat in the last quarter-century has been in the area of accountability. In the name of holding schools and teachers responsible for student performance, education officials have created such a high-stakes environment that people end up teaching to the test in a way that narrows rather than expands curricular opportunities. A second step back has been the retreat in the use of portfolios and performance assessments; they are considered either too personal (a political motive) or too time-consuming for the quality of information obtained (a practical motive). We make these two points by examining the historical course of reading comprehension assessment practices over the last quarter-century. To understand the current mix of comprehension assessment practices, we believe that it is necessary to begin with a characterization of the assessment practices that were dominant in the 1970s and then to work our way to the present, trying to understand each new assessment twist in light of changing views of reading processes, practices, and policies

A gamified experiential learning intervention for engaging students through satisfying needs

A field experiment conducted across an academic semester tested the impact of a gamified experiential learning intervention strategically framing a student response system (SRS) to maximize student engagement through their technology use in class. Participants ( n = 123) aged 9–16 years received an experimental intervention designed to foster intrinsic motivation through optimally challenging engagement. To achieve this, the intervention utilized teamwork, made friendly competence-enhancing competition salient, and created choice. In a comparison condition, students used SRS without these additional enhancements. Students were surveyed at three time points. The experimental intervention reported increasing psychological need satisfaction for autonomy, competence, and relatedness and greater academic well-being. An observer rating demonstrated more classroom behaviors indicative of intrinsic motivation as compared to the comparison condition. The effects of the intervention increasing student-reported and observer-rated academic well-being were due to more immediate beneficial effects of the gamified experiential condition fostering basic psychological needs for autonomy, relatedness, and competence

Relationships between body composition, anthropometrics, and standard lipid panels in a normative population

IntroductionMore than one third of adults in the United States (US) meet the clinical criteria for a diagnosis of metabolic syndrome, but often diagnosis is challenging due to healthcare access, costs and discomfort with the process and invasiveness associated with a standard medical examination. Less invasive and more accessible approaches to collecting biometric data may have utility in identifying individuals at risk of diagnoses, such as metabolic syndrome or dyslipidemia diagnoses. Body composition is one such source of biometric data that can be non-invasively acquired in a home or community setting that may provide insight into an individual's propensity for a metabolic syndrome diagnosis. Here we investigate possible associations between body composition, anthropometrics and lipid panels in a normative population.MethodsHealthy participants visited the Lab100 clinic location at a hospital setting in New York City and engaged in a wellness visit led by a nurse practitioner. Blood was analyzed at point-of-care using the Abbott Piccolo Xpress portable diagnostic analyzer (Abbott Laboratories, IL, USA) and produced direct measures of total cholesterol (TC), high density lipoprotein (HDL-C), low density lipoprotein (LDL-C), very-low density lipoprotein (VLDL-C), and triglycerides (TG). Body composition and anthropometric data were collected using two separate pieces of equipment during the same visit (Fit3D and InBody570). Regression analysis was performed to evaluate associations between all variables, after adjusting for age, sex, race, AUDIT-C total score (alcohol use), and current smoking status.ResultsData from 199 participants were included in the analysis. After adjusting for variables, percentage body fat (%BF) and visceral fat levels were significantly associated with every laboratory lipid value, while waist-to-hip ratio also showed some significant associations. The strongest associations were detected between %BF and VLDL-C cholesterol levels (t = 4.53, p = 0.0001) and Triglyceride levels (t = 4.51, p = 0.0001).DiscussionThis initial, exploratory analysis shows early feasibility in using body composition and anthropometric data, that can easily be acquired in community settings, to identify people with dyslipidemia in a normative population

Genetic associations with personality and mental toughness profiles of English academy football players: An exploratory study

Psychological characteristics influence the performance of youth football players and are significant predictors of development and success at adulthood. Although genetic factors may explain a considerable portion of inter-individual differences in psychological traits, psychogenetic research in football is scarce. As such, the purpose of this study was to examine the association of ten single nucleotide polymorphisms (SNPs) with personality and mental toughness profiles of academy football players. Seventy-three male under-12 to under-18 football players from a Category 3 English academy were genotyped for ten SNPs. Personality and mental toughness were assessed using a 50-item IPIP Big Five personality traits questionnaire and the Mental Toughness Index, respectively. Simple linear regression was used to analyse individual SNP associations with personality dimensions and mental toughness, whereas both unweighted and weighted total genotype scores (TGSs; TWGSs) were computed to measure the combined influence of all SNPs. There was a significant association between DRD3 (rs167771) and agreeableness (p = .043), where A/A homozygotes scored higher than G allele carriers. TGSs and/or TWGSs were significantly correlated with mental toughness and each personality dimension except openness, explaining between 3 and 17% of the variance. The results of this study suggest psychological characteristics of youth football players are partly determined by genetic factors

Embedding open and reproducible science into teaching: A bank of lesson plans and resources

Recently, there has been a growing emphasis on embedding open and reproducible approaches into research. One essential step in accomplishing this larger goal is to embed such practices into undergraduate and postgraduate research training. However, this often requires substantial time and resources to implement. Also, while many pedagogical resources are regularly developed for this purpose, they are not often openly and actively shared with the wider community. The creation and public sharing of open educational resources is useful for educators who wish to embed open scholarship and reproducibility into their teaching and learning. In this article, we describe and openly share a bank of teaching resources and lesson plans on the broad topics of open scholarship, open science, replication, and reproducibility that can be integrated into taught courses, to support educators and instructors. These resources were created as part of the Society for the Improvement of Psychological Science (SIPS) hackathon at the 2021 Annual Conference, and we detail this collaborative process in the article. By sharing these open pedagogical resources, we aim to reduce the labour required to develop and implement open scholarship content to further the open scholarship and open educational materials movement

Characterization of functional methylomes by next-generation capture sequencing identifies novel disease-associated variants.

Most genome-wide methylation studies (EWAS) of multifactorial disease traits use targeted arrays or enrichment methodologies preferentially covering CpG-dense regions, to characterize sufficiently large samples. To overcome this limitation, we present here a new customizable, cost-effective approach, methylC-capture sequencing (MCC-Seq), for sequencing functional methylomes, while simultaneously providing genetic variation information. To illustrate MCC-Seq, we use whole-genome bisulfite sequencing on adipose tissue (AT) samples and public databases to design AT-specific panels. We establish its efficiency for high-density interrogation of methylome variability by systematic comparisons with other approaches and demonstrate its applicability by identifying novel methylation variation within enhancers strongly correlated to plasma triglyceride and HDL-cholesterol, including at CD36. Our more comprehensive AT panel assesses tissue methylation and genotypes in parallel at ∼4 and ∼3 M sites, respectively. Our study demonstrates that MCC-Seq provides comparable accuracy to alternative approaches but enables more efficient cataloguing of functional and disease-relevant epigenetic and genetic variants for large-scale EWAS.This work was supported by a Canadian Institute of Health Research (CIHR) team grant awarded to E.G., A.T., M.C.V. and M.L. (TEC-128093) and the CIHR funded Epigeneome Mapping Centre at McGill University (EP1-120608) awarded to T.P. and M.L., and the Swedish Research Council, Knut and Alice Wallenberg Foundation and the Torsten Söderberg Foundation awarded to L.R. F.A. holds studentship from The Research Institute of the McGill University Health Center (MUHC). F.G. is a recipient of a research fellowship award from the Heart and Stroke Foundation of Canada. A.T. is the director of a Research Chair in Bariatric and Metabolic Surgery. M.C.V. is the recipient of the Canada Research Chair in Genomics Applied to Nutrition and Health (Tier 1). E.G. and T.P. are recipients of a Canada Research Chair Tier 2 award. The MuTHER Study was funded by a programme grant from the Wellcome Trust (081917/Z/07/Z) and core funding for the Wellcome Trust Centre for Human Genetics (090532). TwinsUK was funded by the Wellcome Trust; European Community's Seventh Framework Programme (FP7/2007-2013). The study also receives support from the National Institute for Health Research (NIHR)-funded BioResource, Clinical Research Facility and Biomedical Research Centre based at Guy's and St Thomas' NHS Foundation Trust in partnership with King's College London. T.D.S. is a holder of an ERC Advanced Principal Investigator award. SNP genotyping was performed by The Wellcome Trust Sanger Institute and National Eye Institute via NIH/CIDR. Finally, we thank the NIH Roadmap Epigenomics Consortium and the Mapping Centers (http://nihroadmap.nih.gov/epigenomics/) for the production of publicly available reference epigenomes. Specifically, we thank the mapping centre at MGH/BROAD for generation of human adipose reference epigenomes used in this study.This is the final version. It was first published by NPG at http://www.nature.com/ncomms/2015/150529/ncomms8211/full/ncomms8211.html#abstrac

Early loss of Crebbp confers malignant stem cell properties on lymphoid progenitors.

Loss-of-function mutations of cyclic-AMP response element binding protein, binding protein (CREBBP) are prevalent in lymphoid malignancies. However, the tumour suppressor functions of CREBBP remain unclear. We demonstrate that loss of Crebbp in murine haematopoietic stem and progenitor cells (HSPCs) leads to increased development of B-cell lymphomas. This is preceded by accumulation of hyperproliferative lymphoid progenitors with a defective DNA damage response (DDR) due to a failure to acetylate p53. We identify a premalignant lymphoma stem cell population with decreased H3K27ac, which undergoes transcriptional and genetic evolution due to the altered DDR, resulting in lymphomagenesis. Importantly, when Crebbp is lost later in lymphopoiesis, cellular abnormalities are lost and tumour generation is attenuated. We also document that CREBBP mutations may occur in HSPCs from patients with CREBBP-mutated lymphoma. These data suggest that earlier loss of Crebbp is advantageous for lymphoid transformation and inform the cellular origins and subsequent evolution of lymphoid malignancies

Evaluating the pedagogical effectiveness of study preregistration in the undergraduate dissertation

Research shows that questionable research practices (QRPs) are present in undergraduate final-year dissertation projects. One entry-level Open Science practice proposed to mitigate QRPs is “study preregistration,” through which researchers outline their research questions, design, method, and analysis plans before data collection and/or analysis. In this study, we aimed to empirically test the effectiveness of preregistration as a pedagogic tool in undergraduate dissertations using a quasi-experimental design. A total of 89 UK psychology students were recruited, including students who preregistered their empirical quantitative dissertation (n = 52; experimental group) and students who did not (n = 37; control group). Attitudes toward statistics, acceptance of QRPs, and perceived understanding of Open Science were measured both before and after dissertation completion. Exploratory measures included capability, opportunity, and motivation to engage with preregistration, measured at Time 1 only. This study was conducted as a Registered Report; Stage 1 protocol: https://osf.io/9hjbw (date of in-principle acceptance: September 21, 2021). Study preregistration did not significantly affect attitudes toward statistics or acceptance of QRPs. However, students who preregistered reported greater perceived understanding of Open Science concepts from Time 1 to Time 2 compared with students who did not preregister. Exploratory analyses indicated that students who preregistered reported significantly greater capability, opportunity, and motivation to preregister. Qualitative responses revealed that preregistration was perceived to improve clarity and organization of the dissertation, prevent QRPs, and promote rigor. Disadvantages and barriers included time, perceived rigidity, and need for training. These results contribute to discussions surrounding embedding Open Science principles into research training

New genetic loci link adipose and insulin biology to body fat distribution.

Body fat distribution is a heritable trait and a well-established predictor of adverse metabolic outcomes, independent of overall adiposity. To increase our understanding of the genetic basis of body fat distribution and its molecular links to cardiometabolic traits, here we conduct genome-wide association meta-analyses of traits related to waist and hip circumferences in up to 224,459 individuals. We identify 49 loci (33 new) associated with waist-to-hip ratio adjusted for body mass index (BMI), and an additional 19 loci newly associated with related waist and hip circumference measures (P < 5 × 10(-8)). In total, 20 of the 49 waist-to-hip ratio adjusted for BMI loci show significant sexual dimorphism, 19 of which display a stronger effect in women. The identified loci were enriched for genes expressed in adipose tissue and for putative regulatory elements in adipocytes. Pathway analyses implicated adipogenesis, angiogenesis, transcriptional regulation and insulin resistance as processes affecting fat distribution, providing insight into potential pathophysiological mechanisms