Proper motion survey with the 48-inch Schmidt telescope. 30: Proper motions for 1357 faint stars

A catalog of the proper motion of the faint stars and associated data is presented

The LuckyCam Survey for Very Low Mass Binaries II: 13 new M4.5-M6.0 Binaries

We present results from a high-angular-resolution survey of 78 very low mass (VLM) binary systems with 6.0 = 0.15 arcsec/yr. 21 VLM binaries were detected, 13 of them new discoveries. The new binary systems range in separation between 0.18 arcsec and 1.3 arcsec. The distance-corrected binary fraction is 13.5% (+6.5%/-4%), in agreement with previous results. 9 of the new binary systems have orbital radii > 10 AU, including a new wide VLM binary with 27 AU projected orbital separation. One of the new systems forms two components of a 2300 AU separation triple system. We find that the orbital radius distribution of the binaries with V-K < 6.5 in this survey appears to be different from that of redder (lower-mass) objects, suggesting a possible rapid change in the orbital radius distribution at around the M5 spectral type. The target sample was also selected to investigate X-ray activity among VLM binaries. There is no detectable correlation between excess X-Ray emission and the frequency and binary properties of the VLM systems.Comment: 11 pages, 8 figures. Submitted to MNRA

The value-added of primary schools: what is it really measuring?

This paper compares the official value-added scores in 2005 for all primary schools in three adjacent LEAs in England with the raw-score Key Stage 2 results for the same schools. The correlation coefficient for the raw- and value-added scores of these 457 schools is around +0.75. Scatterplots show that there are no low attaining schools with average or higher value-added, and no high attaining schools with below average value-added. At least some of the remaining scatter is explained by the small size of some schools. Although some relationship between these measures is to be expected – so that schools adding considerable value would tend to have high examination outcome scores – the relationship shown is too strong for this explanation to be considered sufficient. Value-added analysis is intended to remove the link between a schools’ intake scores and their raw-score outcomes at KS2. It should lead to an estimate of the differential progress made by pupils, assessed between schools. In fact, however, the relationship between value-added and raw scores is of the same size as the original relationship between intake scores and raw-scores that the value-added is intended to overcome. Therefore, however appealing the calculation of value-added figures is, their development is still at the stage where they are not ready to move from being a research tool to an instrument of judgement on schools. Such figures may mislead parents, governors and teachers and, even more importantly, they are being used in England by OFSTED to pre-determine the results of school inspections

The Design of Incentive Systems in Digital Game-Based Learning:How Primary School Children Interact with It

Digital game-based learning builds on the general characteristics of games. The incentive system (points, scores, stars, levels, and performance feedback) integrates design elements to keep a learner engaged. In the work described here, we investigated which elements of the incentive system design—rewards, penalties, or feedback—have the potential to trigger students’ motivation to play the game. We used eye tracking of eight primary school children, aged 8–11 years, as they interacted with the incentive system of a mathematics game-based item and its specific design, followed by a semi-structured interview. Eye-tracking results show that students paid minimal visual attention to the incentive system during the game, regardless of their level of performance in the game or their age group. The feedback at the end of the game attracted more of their visual attention and provided a good opportunity to inform them about their performance. The semi-structured interviews revealed a high level of self-reported excitement about playing the game, mainly related to the design of the incentive system. Elements of the incentive system triggered students’ wish for student-to-student competition, which has been shown in the literature on traditional tangible rewards to stifle intrinsic motivation under certain conditions. The results of this study show that the design of the incentive system has the potential to promote extrinsic motivation with the game through rewards and penalties, and open the reflection on its possible spillover effect on intrinsic motivation in digital game-based learning.</p