Findings From Surveys on Adventism, Politics and Social Issues

AHSRA Presentation Proposal Abstract: The relationships between Adventism and the social political world has implications for the mission of the church and its involvement in the social issues of our time. Researches present an analysis of research conducted over several decades which explore the relationship of Adventism, politics and social issues

Understanding Monitoring in the United Kingdom Context

This chapter provides an overview of the recent and current policies for assessing and monitoring pupils’ academic progress across the four countries of the UK; England, Northern Ireland, Scotland and Wales. It gives examples of the uses of the data at pupil, school and system levels and discusses some of the issues associated with these uses. Finally, a family of non-statutory large-scale monitoring systems, established by the Centre for Evaluation & Monitoring (CEM) at Durham University, England, and taken up by many schools as an alternative to nationally mandated schemes are presented. The uses of the information from CEM’s systems, in contrast to the data from statutory systems, are described

Linking assessment and learning analytics to support learning processes in higher education

In higher education assessments are mostly used for summative purposes such as grading and certifying. Albeit, assessments are also considered to support learning processes by offering formative feedback to learners about their current performance and how to improve. Even though such feedback might enhance learners’ self-regulated learning processes, it is used infrequently due to resource constraints. In addition, the competences, skills, and knowledge that should be assessed are evermore complex. To derive valid inferences about learners’ current performance, ongoing assessments across contexts are desirable. With the advancing use of digital learning environments, learning analytics are also coming in for increasing discussion in higher education. However, learning analytics are still not sufficiently linked to learning theory and are lacking empirical evidence. Hence, the purpose of this paper is to propose how theory on assessment and related feedback can be linked to learning analytics with regard to supporting self-regulated learning. Therefore, relevant concepts of assessment, assessment design, and feedback plus current perspectives on learning analytics are introduced. Based on this theoretical foundation, a conceptual integrative framework and potential learning analytics features were derived. The framework and its implications plus further research needs are discussed and concluded

The Cambridge History of Welsh Literature

This is the first comprehensive, single-volume history of the literature of Wales. The volume contains chapters covering the whole range of Welsh literature, from post-Roman Britain to post-devolution Wales, with many of the later chapters providing holistic accounts of literature in Welsh and literature in English within a single genre or a single period of literary production