Integrated assessment : new assessment methods literature review

The assessment of students in higher education performs a number of functions, some of which may not always be compatible with each other. Traditionally, the role of the assessor has involved determining the level of competence displayed in undertaking the task, and ideally, offering feedback on future learning needs (Rowntree, 1987). Assessment also provides grading for students’ work, allowing comparison of performance across a class, and across the curriculum for individual students. The subsequent gaining of a degree or professional qualification depends on students successfully completing a set of specified assessment tasks across the prescribed curriculum. As such, there may be stakeholders beyond the higher education institution, such as employers, regulatory bodies or clients, who believe the assessment process as being akin to certification or professional gatekeeping (Younes,1998). In professional courses such as social work, passing certain assessment tasks may be associated with notions such as fitness to practice and eligibility for professional registration as a social worker with the Scottish Social Services Council (SSSC) or similar bodies in England, Northern Ireland and Wales, and beyond the United Kingdom. In terms of gatekeeping, assessment tasks may not only restrict who gains certification on exiting an educational programme, but also who is admitted in the first place. For example, requirements by registration authorities that students admitted to social work programmes have achieved specified levels of literacy and numeracy will require appropriate assessment tasks to determine equivalence for those entrants who have not achieved formal qualifications in these areas. Entry point assessments may also be used to determine whether credit should be granted on the basis of prior learning or experience (Slater, 2000) or to identify areas in which additional training may be required (Shera, 2001) In addition to gatekeeping, assessment clearly has a vital role to play in the ongoing development of learning and teaching strategies. It can be crucial in determining what, why and how students learn (Brown, Bull and Pendlebury, 1997) and there is increasing recognition of the necessity to align learning and assessment tasks, so that learning and assessment become aligned rather than being somewhat independent of each other (Biggs, 2003). Furthermore, in an era when evaluation of teaching is often reduced to student satisfaction surveys, critical reflection on work submitted for assessment can serve as an alternative method of evaluating the success of teaching. The nature of assessment has changed considerably since the 1970s, and is ongoing. The key changes have included moves from written examinations to coursework assignments and more emphasis on student participation in assessment (self and peer assessments), processes rather than products, and on competencies rather than content (Brown et al., 1997). Even the more traditional forms of assessment such as essays and examinations have undergone considerable innovations. Yet, in practice these seemingly radical changes may be more a wish list than a statement of fact. In actuality, some new forms of assessment, such as self and peer assessment may simply have been added onto rather than replaced more traditional modes of assessment (Cree, 2000). Changes to assessment in social work tend to reflect changes in higher education more widely such as the emergence of competency based and modular approaches to learning, as well more proceduralised assessment processes necessary to cope with higher numbers of students (Cree, 2000). There is considerable divergence of opinion amongst the social work education community in the United Kingdom as to whether such changes actually benefit social work students and their learning (eg Clark, 1997; Ford and Hayes, 1996; O’Hagan, 1997; Shardlow and Doel, 1996). There have also been concerns expressed as to whether some new forms of assessment are actually capable of achieving the learning they claim to facilitate Boud, 1999; Entwistle, 1990; Taylor, 1993). This report was commissioned by the Scottish Institute for Excellence in Social Work Education (SIESWE) as a resource on assessment for the development of the new social work degree in Scotland and provides an overview of the current literature on assessment methods being utilised in social work education both in the United Kingdom and beyond. This report begins by reviewing the various methods of assessment in social work education which were found in the literature. We then go on to explore the developing literature on the involvement of persons other than social work academics, such as students and service users, in the assessment process. Finally, we consider the importance of developing and assessment strategy which might incorporate these various different forms of assessmen

Integrated assessment : new assessment methods evaluation of an innovative method of assessment-critical incident analysis

For many people, the term “assessment” is associated with tasks, which are less than inspiring, which are undertaken only because they are hurdles, which must be crossed in order to achieve some form of accreditation or to enable entry into work or a further course of study. In this worldview, what is important for the student is the final determination or grade assigned to their work. While summative assessment, in which students submit work that is marked by experts and which contributes partially or fully to a final grade, plays an important role in the lives of students and educators, contemporary thinking about “assessment” is much more expansive

MOJAVE: Monitoring of Jets in AGN with VLBA Experiments. VII. Blazar Jet Acceleration

We discuss acceleration measurements for a large sample of extragalactic radio jets from the MOJAVE program which studies the parsec-scale jet structure and kinematics of a complete, flux-density-limited sample of Active Galactic Nuclei (AGN). Accelerations are measured from the apparent motion of individual jet features or "components" which may represent patterns in the jet flow. We find that significant accelerations are common both parallel and perpendicular to the observed component velocities. Parallel accelerations, representing changes in apparent speed, are generally larger than perpendicular acceleration that represent changes in apparent direction. The trend for larger parallel accelerations indicates that a significant fraction of these changes in apparent speed are due to changes in intrinsic speed of the component rather than changes in direction to the line of sight. We find an overall tendency for components with increasing apparent speed to be closer to the base of their jets than components with decreasing apparent speed. This suggests a link between the observed pattern motions and the underlying flow which, in some cases, may increase in speed close to the base and decrease in speed further out; however, common hydro-dynamical processes for propagating shocks may also play a role. About half of the components show "non-radial" motion, or a misalignment between the component's structural position angle and its velocity direction, and these misalignments generally better align the component motion with the downstream emission. Perpendicular accelerations are closely linked with non-radial motion. When observed together, perpendicular accelerations are usually in the correct direction to have caused the observed misalignment.Comment: 17 pages, 11 figures, 1 table, accepted by the Astrophysical Journa

Improved thermally conducting electron transfer polymers

Development of polymers with improved heat transfer coefficients for use in encapsulating electronic modules is discussed. Chemical reactions for synthesizing the polymers are described and thermodynamic and physical properties are analyzed

Thermally conducting electron transfer polymers

New polymeric material exhibits excellent physical shock protection, high electrical resistance, and thermal conductivity. It is especially useful for electronic circuitry, such as subminiaturization of components and modular construction of circuits

MOJAVE: Monitoring of Jets in Active Galactic Nuclei with VLBA Experiments. VI. Kinematics Analysis of a Complete Sample of Blazar Jets

We discuss the jet kinematics of a complete flux-density-limited sample of 135 radio-loud active galactic nuclei (AGN) resulting from a 13 year program to investigate the structure and evolution of parsec-scale jet phenomena. Our analysis is based on new 2 cm Very Long Baseline Array (VLBA) images obtained between 2002 and 2007, but includes our previously published observations made at the same wavelength, and is supplemented by VLBA archive data. In all, we have used 2424 images spanning the years 1994-2007 to study and determine the motions of 526 separate jet features in 127 jets. The data quality and temporal coverage (a median of 15 epochs per source) of this complete AGN jet sample represents a significant advance over previous kinematics surveys. In all but five AGNs, the jets appear one-sided, most likely the result of differential Doppler boosting. In general the observed motions are directed along the jet ridge line, outward from the optically thick core feature. We directly observe changes in speed and/or direction in one third of the well-sampled jet components in our survey. While there is some spread in the apparent speeds of separate features within an individual jet, the dispersion is about three times smaller than the overall dispersion of speeds among all jets. This supports the idea that there is a characteristic flow that describes each jet, which we have characterized by the fastest observed component speed. The observed maximum speed distribution is peaked at ~10c, with a tail that extends out to ~50c. This requires a distribution of intrinsic Lorentz factors in the parent population that range up to ~50. We also note the presence of some rare low-pattern speeds or even stationary features in otherwise rapidly flowing jets... (abridged)Comment: 19 pages, 10 figures, 2 tables, accepted by the Astronomical Journal; online only material is available from http://www.cv.nrao.edu/2cmVLBA/pub/MOJAVE_VI_suppl.zi

The Diverse Properties of GPS Sources

We discuss the morphology and kinematics of five gigahertz-peaked spectrum (GPS) sources that have been observed with the VLBA. We find a wide range of observed properties including core-jet structure, superluminal motion, variability, extended structure, and polarization, all of which appear to deviate from commonly-accepted GPS paradigms (e.g., O'Dea 1998). We suggest that the observed low frequency cutoff in GPS sources may be primarily due to free-free absorption rather than synchrotron self-absorption.Comment: Proceedings of the 6th European VLBI Network Symposium, Ros E., Porcas R.W., Lobanov, A.P., & Zensus, J.A. (eds), MPIfR, Bonn, Germany. (4 pages, 5 figures, needs evn2002.cls style file

Possible Detection of Apparent Superluminal inward motion in Markarian 421 after the Giant X-ray flare in February, 2010

We report on the VLBI follow-up observations using the Japanese VLBI Network (JVN) array at 22 GHz for the largest X-ray flare of TeV blazar Mrk 421 that occurred in mid-February, 2010. The total of five epochs of observations were performed at intervals of about 20 days between March 7 and May 31, 2010. No new-born component associated with the flare was seen directly in the total intensity images obtained by our multi-epoch VLBI observations. However, one jet component located at ~1 mas north-west from the core was able to be identified, and its proper motion can be measured as -1.66+/-0.46 mas yr^-1, which corresponds to an apparent velocity of -3.48+/-0.97 c. Here, this negative velocity indicates that the jet component was apparently moving toward the core. As the most plausible explanation, we discuss that the apparent negative velocity was possibly caused by the ejection of a new component, which could not be resolved with our observations. In this case, the obtained Doppler factor of the new component is around 10 to 20, which is consistent with the ones typically estimated by model fittings of spectral energy distribution for this source.Comment: 9 pages, 6 figures, 3 tables, accepted for publication in Ap