Accidental experiment in mathematics classroom shows how to engage online students

Melbourne COVID rules during semester 1, 2021, unintentionally created a large comparative study between students learning mathematics entirely online and those with some face-to-face classes. An analysis of student results for semester 1 found that students enrolled in online mathematics tutorials had both consistently lower participation and lower final marks than on-campus students. Except for one first-year mathematics subject where there was no difference between the two groups of students. Class participation can be used as a measure of student engagement (Alrajeh & Shidel, 2020). In this particular first-year mathematics subject, the Unit coordinator made significant efforts to create an inclusive environment reducing barriers to participation faced by online students. Students were given multiple opportunities and incentives to stay engaged. The tutorials were highly structured and students were placed into formal cooperative learning groups, creating a learning environment both collaborative and collegiate (Johnson, Johnson & Smith, 2006), facilitating individual accountability, intrapersonal relationships and social support. REFERENCES Alrajeh, T. S., & Shindel, B. S. (2020). Student Engagement and Math Teachers Support. Journal on Mathematics Education, 11(2), 167-180. Johnson, D. W., Johnson, R., & Smith, K. A. (2006). Active Learning: Cooperation in the College Classroom (3nd Edition). Edina, MN: Interaction Book Company.

Trialling criterion-referenced marking in an undergraduate statistics unit

Feedback from trials of a criterion-referenced marking approach was sought from both markers and the students assessed. Preliminary results indicate that the most important feature of a marking rubric for markers is the availability of very detailed and task specific descriptors. Students identified feedback as the most valuable feature. The context of this study is an assessment task in a large, first-year statistics unit that involves basic statistical analysis and the submission of a written scientific report with a formal structure. The workload marking these reports is considerable and involves many tutors. There are two purposes for the developing a criterion-referenced marking rubric. The first purpose is tutor focused. The use of a rubric aims to (i) standardise the marking, (ii) provide consistency between markers, and (iii) increase the efficiency of marking. Secondly, (i) the rubric signals to students, before the assessment task, what is expected of them, and (ii) provides feedback to students about their individual achievement afterwards. Critique from tutors after each trial helped the continuing refinement of the criterion-referenced marking rubric. Detailed descriptors for each achievement level were developed. These descriptors are specific to each part of the task and to each assessment criteria. Tutor feedback on the detailed rubric has been extremely positive. Marking has been quicker and showed improved consistency between tutors from previous semesters. These improvements have been seen to be due to a common acceptance of what was expected at each level of achievement. Less individual tutor decision making on standards was observed. Tutors also used the rubric to give feedback to the student by circling the descriptions on the rubric appropriate for the student work

Efficacy of acupuncture for chronic low back pain: protocol for a randomized controlled trial

<p>Abstract</p> <p>Background</p> <p>Chronic back pain is a major public health problem and the primary reason patients seek acupuncture treatment. Therefore, an objective assessment of acupuncture efficacy is critical for making informed decisions about its appropriate role for patients with this common condition. This study addresses methodological shortcomings that have plagued previous studies evaluating acupuncture for chronic low back pain.</p> <p>Methods and Design</p> <p>A total of 640 participants (160 in each of four arms) between the ages of 18 and 70 years of age who have low back pain lasting at least 3 months will be recruited from integrated health care delivery systems in Seattle and Oakland. They will be randomized to one of two forms of Traditional Chinese Medical (TCM) acupuncture needling (individualized or standardized), a "control" group (simulated acupuncture), or to continued usual medical care. Ten treatments will be provided over 7 weeks. Study participants and the "Diagnostician" acupuncturists who evaluate participants and propose individualized treatments will be masked to the acupuncture treatment actually assigned each participant. The "Therapist" acupuncturists providing the treatments will not be masked but will have limited verbal interaction with participants. The primary outcomes, standard measures of dysfunction and bothersomeness of low back pain, will be assessed at baseline, and after 8, 26, and 52 weeks by telephone interviewers masked to treatment assignment. General health status, satisfaction with back care, days of back-related disability, and use and costs of healthcare services for back pain will also be measured. The primary analysis comparing outcomes by randomized treatment assignment will be analysis of covariance adjusted for baseline value. For both primary outcome measures, this trial will have 99% power to detect the presence of a minimal clinically significant difference among all four treatment groups and over 80% power for most pairwise comparisons. Secondary analyses will compare the proportions of participants in each group that improve by a clinically meaningful amount.</p> <p>Conclusion</p> <p>Results of this trial will help clarify the value of acupuncture needling as a treatment for chronic low back pain.</p> <p>Trial registration</p> <p>Clinical Trials.gov NCT00065585.</p