Preliminary report of the multidisciplinary research cruise on the Walvis Ridge seamounts (Atlantic Southeast-SEAFO)

A total of 10285 Km2 (2780 Nm2) were covered using the multibeam echosounder, 1381 km2 from the Ewing seamount and 8904 km2 corresponding the Valdivia Bank. The area of study was divided in the following zones: Ewing, Valdivia North, Valdivia Central, Valdivia West and Valdivia South, which correspond to the principal submarine mounts that have been cartographied. A total of 50 CTD stations were taken recording conductivity, temperature, pressure, oxygen and fluorescence data, with an initial sampling protocol consisting of two perpendicular radial over each main target seamount, in a 2’x 2’ grid. At the end of the survey, in places not initially foreseen, the hydrographic stations were placed at trawl locations. The fauna and sediment samples were obtained by carrying out a-30-minute trawl using a LOFOTEN bottom trawl net. A total of 24 trawls were carried out from which; one was null (doors snagging); another only took 18 minutes of trawling at the top of a seamount

Analysis of assessment practice and subsequent performance of third year level students in natural sciences

Summative assessment qualifies the achievement of a student in a particular field of specialization at a given time. Questions should include a range of cognitive levels from Bloom’s taxonomy and be consistent with the learning outcomes of the module in question. Furthermore, a holistic approach to assessment, such as the application of the principles of the Herrmann Whole Brain Model, needs to be used to accommodate learning style diversity. The purpose of this study was to analyse, assess and compare the summative assessment of two third year level modules in the Bachelor of Science degree programme, namely Biochemistry and Zoology as part of action research with a view to enhancing the professional development of the lecturers involved. The questions posed in summative assessments were classified in terms of Bloom’s differentiation of cognitive levels and the four different learning styles determined by Herrmann. Spearman’s non-parametric analysis indicated that no correlation existed in this study between cognitive level and student performance based on achievement. In addition, there was not much difference between the cognitive levels and student performance between the two disciplines. Although the students seemed to do better at application level questions, the authors need to reflect on whether the assessments were valid with respect to the learning outcomes, methods of facilitating learning, and the assessments based on cognitive levels and learning style preferences. We conclude that continuous action research must be taken to improve the formulation of learning outcomes and students’ achievement of these outcomes and quality of student learning – the main aim being the successful completion of the modules.Improved Graduate Throughput Grant from the Department of Higher Education and Training.http://www.tandfonline.com/loi/raer202016-03-03hb201