How technology shapes assessment design: findings from a study of university teachers

A wide range of technologies has been developed to enhance assessment, but adoption has been inconsistent. This is despite assessment being critical to student learning and certification. To understand why this is the case and how it can be addressed, we need to explore the perspectives of academics responsible for designing and implementing technology-supported assessment strategies. This paper reports on the experience of designing technology-supported assessment based on interviews with 33 Australian university teachers. The findings reveal the desire to achieve greater efficiencies and to be contemporary and innovative as key drivers of technology adoption for assessment. Participants sought to shape student behaviors through their designs and made adaptations in response to positive feedback and undesirable outcomes. Many designs required modification because of a lack of appropriate support, leading to compromise and, in some cases, abandonment. These findings highlight the challenges to effective technology-supported assessment design and demonstrate the difficulties university teachers face when attempting to negotiate mixed messages within institutions and the demands of design work. We use these findings to suggest opportunities to improve support by offering pedagogical guidance and technical help at critical stages of the design process and encouraging an iterative approach to design

Drag and inertia coefficients for horizontally submerged rectangular cylinders in waves and currents

The results of an experimental investigation carried out to measure combined wave and current loads on horizontally submerged square and rectangular cylinders are reported in this paper. The wave and current induced forces on a section of the cylinders with breadth-depth (aspect) ratios equal to 1, 0.5, and 0.75 are measured in a wave tank. The maximum value of Keulegan-Carpenter (KC) number obtained in waves alone is about 5 and Reynolds (Re) number ranged from 6.3976103 to 1.186105. The drag (CD) and inertia (CM) coefficients for each cylinder are evaluated using measured sectional wave forces and particle kinematics calculated from linear wave theory. The values of CD and CM obtained for waves alone have already been reported (Venugopal, V., Varyani, K. S., and Barltrop, N. D. P. Wave force coefficients for horizontally submerged rectangular cylinders. Ocean Engineering, 2006, 33, 11-12, 1669-1704) and the coefficients derived in combined waves and currents are presented here. The results indicate that both drag and inertia coefficients are strongly affected by the presenceof the current and show different trends for different cylinders. The values of the vertical component inertia coefficients (CMY) in waves and currents are generally smaller than the inertia coefficients obtained in waves alone, irrespective of the current's magnitude and direction. The results also illustrate the effect of a cylinder's aspect ratio on force coefficients. This study will be useful in the design of offshore structures whose columns and caissons are rectangular sections

Romantic Partnerships and the Dispersion of Social Ties: A Network Analysis of Relationship Status on Facebook

A crucial task in the analysis of on-line social-networking systems is to identify important people --- those linked by strong social ties --- within an individual's network neighborhood. Here we investigate this question for a particular category of strong ties, those involving spouses or romantic partners. We organize our analysis around a basic question: given all the connections among a person's friends, can you recognize his or her romantic partner from the network structure alone? Using data from a large sample of Facebook users, we find that this task can be accomplished with high accuracy, but doing so requires the development of a new measure of tie strength that we term `dispersion' --- the extent to which two people's mutual friends are not themselves well-connected. The results offer methods for identifying types of structurally significant people in on-line applications, and suggest a potential expansion of existing theories of tie strength.Comment: Proc. 17th ACM Conference on Computer Supported Cooperative Work and Social Computing (CSCW), 201

A comparative analysis of the skilled use of automated feedback tools through the lens of teacher feedback literacy

Effective learning depends on effective feedback, which in turn requires a set of skills, dispositions and practices on the part of both students and teachers which have been termed feedback literacy. A previously published teacher feedback literacy competency framework has identified what is needed by teachers to implement feedback well. While this framework refers in broad terms to the potential uses of educational technologies, it does not examine in detail the new possibilities of automated feedback (AF) tools, especially those that are open by offering varying degrees of transparency and control to teachers. Using analytics and artificial intelligence, open AF tools permit automated processing and feedback with a speed, precision and scale that exceeds that of humans. This raises important questions about how human and machine feedback can be combined optimally and what is now required of teachers to use such tools skillfully. The paper addresses two research questions: Which teacher feedback competencies are necessary for the skilled use of open AF tools? and What does the skilled use of open AF tools add to our conceptions of teacher feedback competencies? We conduct an analysis of published evidence concerning teachers’ use of open AF tools through the lens of teacher feedback literacy, which produces summary matrices revealing relative strengths and weaknesses in the literature, and the relevance of the feedback literacy framework. We conclude firstly, that when used effectively, open AF tools exercise a range of teacher feedback competencies. The paper thus offers a detailed account of the nature of teachers’ feedback literacy practices within this context. Secondly, this analysis reveals gaps in the literature, signalling opportunities for future work. Thirdly, we propose several examples of automated feedback literacy, that is, distinctive teacher competencies linked to the skilled use of open AF tools

Reframing assessment research: through a practice perspective

Assessment as a field of investigation has been influenced by a limited number of perspectives. These have focused assessment research in particular ways that have emphasised measurement, or student learning or institutional policies. The aim of this paper is to view the phenomenon of assessment from a practice perspective drawing upon ideas from practice theory. Such a view places assessment practices as central. This perspective is illustrated using data from an empirical study of assessment decision-making and uses as an exemplar the identified practice of ‘bringing a new assessment task into being’. It is suggested that a practice perspective can position assessment as integral to curriculum practices and end separations of assessment from teaching and learning. It enables research on assessment to de-centre measurement and take account of the wider range of people, phenomena and things that constitute it

How university teachers design assessments: a cross disciplinary study

There are dissonances between educators’ aspirations for assessment design and actual assessment implementation in higher education. Understanding how assessment is designed ‘on the ground’ can assist in resolving this tension. Thirty-three Australian university educators from a mix of disciplines and institutions were interviewed. A thematic analysis of the transcripts indicated that assessment design begins as a response to an impetus for change. The design process itself was shaped by environmental influences, which are the circumstances surrounding the assessment design, and professional influences, which are those factors that the educators themselves bring to the process. A range of activities or tasks were undertaken, including those which were essential to all assessment design, those more selective activities which educators chose to optimise the assessment process in particular ways and meta-design processes which educators used to dynamically respond to environmental influences. The qualitative description indicates the complex social nature of interwoven personal and environmental influences on assessment design and the value of an explicit and strategic ways of thinking within the constraints and affordances of a local environment. This suggests that focussing on relational forms of professional development that develops strategic approaches to assessment may be beneficial. The role of disciplinary approaches may be significant and remains an area for future research

Utility of surveillance blood cultures in patients undergoing hematopoietic stem cell transplantation

Background Surveillance blood cultures are often obtained in hematopoietic stem cell transplant (HSCT) patients for detection of bloodstream infection. The major aims of this retrospective cohort study were to determine the utility of the practice of obtaining surveillance blood cultures from asymptomatic patients during the first 100 post-transplant days and to determine if obtaining more than one positive blood culture helps in the diagnosis of bloodstream infection. Methods We conducted a 17-month retrospective analysis of all blood cultures obtained for patients admitted to the hospital for HSCT from January 2010 to June 2011. Each patient’s clinical course, vital signs, diagnostic testing, treatment, and response to treatment were reviewed. The association between number of positive blood cultures and the final diagnosis was analyzed. Results Blood culture results for 205 patients were reviewed. Cultures obtained when symptoms of infection were present (clinical cultures) accounted for 1,033 culture sets, whereas 2,474 culture sets were classified as surveillance cultures (no symptoms of infection were present). The total number of positive blood cultures was 185 sets (5.3% of cultures obtained) and accounted for 84 positive culture episodes. Incidence of infection in autologous, related allogeneic and unrelated allogeneic transplants was 8.3%, 20.0%, and 28.6% respectively. Coagulase-negative staphylococci were the most common organisms isolated. Based on our application of predefined criteria there were 29 infections and 55 episodes of positive blood cultures that were not infections. None of the patients who developed infection were diagnosed by surveillance blood cultures. None of the uninfected patients with positive blood cultures showed any clinical changes after receiving antibiotics. There was a significant difference between the incidence of BSI in the first and second 50-day periods post-HSCT. There was no association between the number of positive blood cultures and the final diagnosis. Conclusion Surveillance blood cultures in patients who have undergone HSCT do not identify bloodstream infections. The number of positive blood cultures was not helpful in determining which patients had infection. Patients are at higher risk of infection in the first 50 days post-transplant period

Assessment might dictate the curriculum, but what dictates assessment?

Almost all tertiary educators make assessment choices, for example, when they create an assessment task, design a rubric, or write multiple-choice items. Educators potentially have access to a variety of evidence and materials regarding good assessment practice but may not choose to consult them or be successful in translating these into practice. In this article, we propose a new challenge for the Scholarship of Teaching and Learning: the need to study the disjunction between proposals for assessment “best practice” and assessment in practice by examining the assessment decision-making of teachers. We suggest that assessment decision-making involves almost all university teachers, occurs at multiple levels, and is influenced by expertise, trust, culture, and policy. Assessment may dictate the curriculum from the student’s perspective, and we argue that assessment decision-making dictates assessment

Measuring social networks in British primary schools through scientific engagement

Primary schools constitute a key risk group for the transmission of infectious diseases, concentrating great numbers of immunologically naive individuals at high densities. Despite this, very little is known about the social patterns of mixing within a school, which are likely to contribute to disease transmission. In this study, we present a novel approach where scientific engagement was used as a tool to access school populations and measure social networks between young (4–11 years) children. By embedding our research project within enrichment activities to older secondary school (13–15) children, we could exploit the existing links between schools to achieve a high response rate for our study population (around 90% in most schools). Social contacts of primary school children were measured through self-reporting based on a questionnaire design, and analysed using the techniques of social network analysis. We find evidence of marked social structure and gender assortativity within and between classrooms in the same school. These patterns have been previously reported in smaller studies, but to our knowledge no study has attempted to exhaustively sample entire school populations. Our innovative approach facilitates access to a vitally important (but difficult to sample) epidemiological sub-group. It provides a model whereby scientific communication can be used to enhance, rather than merely complement, the outcomes of research

Reframing assessment research: through a practice perspective

Assessment as a field of investigation has been influenced by a limited number of perspectives. These have focused assessment research in particular ways that have emphasised measurement, or student learning or institutional policies. The aim of this paper is to view the phenomenon of assessment from a practice perspective drawing upon ideas from practice theory. Such a view places assessment practices as central. This perspective is illustrated using data from an empirical study of assessment decision-making and uses as an exemplar the identified practice of ‘bringing a new assessment task into being’. It is suggested that a practice perspective can position assessment as integral to curriculum practices and end separations of assessment from teaching and learning. It enables research on assessment to de-centre measurement and take account of the wider range of people, phenomena and things that constitute it