86 research outputs found
Reflexive learning, socio-cognitive conflict and peer-assessment to improve the quality of feedbacks in online tests
International audienceOur previous works have introduced the Tsaap-notes platform dedicated to the semi automatic generation of multiple choice questionnaire providing feedbacks: it reuses interactive questions asked by teachers during lectures, as well as the notes taken by students after the presentation of the results as feedbacks integrated into the quizzes. In this paper, we introduce a new feature which aims at increasing the number of contributions of students in order to significantly improve the quality of the feedbacks used in the resulting quizzes. This feature splits the submission of an answer into several distinct phases to harvest explanations given by students, and then applies an algorithm to filter the best contributions to be integrated as feedbacks in the tests. Our approach has been validated by a first experimentation involving master students enrolled in a computer science course
Perceptions of Portuguese undergraduate students about assessment: a study in five public universities
This paper draws upon a broader piece of research on assessment in higher education, particularly focusing on issues regarding the fairness and effectiveness of the assessment methods and their implications for the learning process. The perceptions of undergraduate students are analysed taking into account the effectiveness and fairness of both traditional and learner-centred assessment methods, as well their influence on the learning process. In total, 624 students participated in this study in five Portuguese Public Universities in different areas of knowledge and programmes. Data were collected through questionnaires. Findings suggest that assessment is seen as more effective and fairer when it is done through the use of learner-centred assessment methods rather than by traditional assessment (e.g. written tests or exams). The students also claim that they devote more time to study when assessment is performed through learner-centred assessment methods than by traditional ones. The most used assessment methods are written tests and oral presentations in group. However, differences in the programmes were identified as well as differences according to gender. Implications of the findings for assessment and for the teaching and learning process are discussed.CIEC - Centro de Investigação em Estudos da Criança, IE, UMinho (UI 317 da FCT), Portugal. Fundos Nacionais atravĂ©s da FCT (Fundação para a CiĂȘncia e a Tecnologia) e cofinanciado pelo Fundo Europeu de Desenvolvimento Regional (FEDER) atravĂ©s do COMPETE 2020 â Programa Operacional Competitividade e Internacionalização (POCI) no Ăąmbito do CIEC (Centro de Investigação em Estudos da Criança, da Universidade do Minho) com a referĂȘncia POCI-01-0145-FEDER-007562info:eu-repo/semantics/publishedVersio
Reflexive learning, socio-cognitive conflict and peer-assessment to improve the quality of feedbacks in online tests
Our previous works have introduced the Tsaap-notes platform dedicated to the semi automatic generation of multiple choice questionnaire providing feedbacks: it reuses interactive questions asked by teachers during lectures, as well as the notes taken by students after the presentation of the results as feedbacks integrated into the quizzes. In this paper, we introduce a new feature which aims at increasing the number of contributions of students in order to significantly improve the quality of the feedbacks used in the resulting quizzes. This feature splits the submission of an answer into several distinct phases to harvest explanations given by students, and then applies an algorithm to filter the best contributions to be integrated as feedbacks in the tests. Our approach has been validated by a first experimentation involving master students enrolled in a computer science course
The educational impact of assessment: a comparison of DOPS and MCQs
Aim: To evaluate the impact of two different assessment formats on the approaches to learning of final year veterinary students. The relationship between approach to learning and examination performance was also investigated.
Method: An 18-item version of the Study Process Questionnaire (SPQ) was sent to 87 final year students. Each student responded to the questionnaire with regards to DOPS (Direct Observation of Procedural Skills) and a Multiple Choice Examination (MCQ). Semi-structured interviews were conducted with 16 of the respondents to gain a deeper insight into the studentsâ perception of assessment.
Results: Studentsâ adopted a deeper approach to learning for DOPS and a more surface approach with MCQs. There was a positive correlation between an achieving approach to learning and examination performance. Analysis of the qualitative data revealed that deep, surface and achieving approaches were reported by the students and seven major influences on their approaches to learning were identified: motivation, purpose, consequence, acceptability, feedback, time pressure and the individual difference of the students.
Conclusions: The format of DOPS has a positive influence on approaches to learning. There is a conflict for students between preparing for final examinations and preparing for clinical practice
The mechanism of impact of summative assessment on medical studentsâ learning
It has become axiomatic that assessment impacts powerfully on student learning, but there is a surprising dearth of research on how. This study explored the mechanism of impact of summative assessment on the process of learning of theory in higher education. Individual, in-depth interviews were conducted with medical students and analyzed qualitatively. The impact of assessment on learning was mediated through various determinants of action. Respondentsâ learning behaviour was influenced by: appraising the impact of assessment; appraising their learning response; their perceptions of agency; and contextual factors. This study adds to scant extant evidence and proposes a mechanism to explain this impact. It should help enhance the use of assessment as a tool to augment learning
Online peer assessment in higher education: a systematic review of literature in educational practices
Neste artigo procedemos a uma revisĂŁo sistemĂĄtica da literatura sobre Online Peer Assessment (OPA) no Ensino Superior, mediadas por Tecnologias Digitais de Informação e Comunicação (TIC). Identificamos suas caracterĂsticas, centrais e opcionais e mapeamos exemplos prĂĄticos (procedimentos e TIC) de OPA que poderĂŁo ser transversais, adaptĂĄveis e aplicĂĄveis em diversas unidades curriculares e regimes educacionais. Os resultados apontam para a utilização da OPA como uma estratĂ©gia que potencia a âavaliação para a aprendizagemâ. Os referenciais teĂłricos subjacentes, os mĂ©todos de avaliação e os tipos de TIC utilizadas indicam seu direcionamento para um maior envolvimento e responsabilidade do aluno na sua aprendizagem. Evidenciamos na literatura que se busca desenvolver essas competĂȘncias, dando ao aluno oportunidades com alguma regularidade para autoavaliar-se e avaliar seus pares por meio de feedback construtivo. HĂĄ tambĂ©m evidĂȘncias de que dar ou produzir feedback Ă© mais benĂ©fico para a aprendizagem do que apenas recebĂȘ-lo, como tambĂ©m Ă© cognitivamente mais exigente e envolve os alunos de forma mais ativa e os direciona ao pensamento crĂtico e a processos metacognitivos. A partir dos resultados alcançados, consideramos que a OPA, enquanto ferramenta cognitiva, contribui para a construção do conhecimento e para a reflexĂŁo sobre a aprendizagem. Um desafio que se coloca diz respeito ao desenvolvimento criativo com foco na diversificação e na inovação das prĂĄticas de avaliação no sentido de potenciar aprendizagens e resultados acadĂȘmicos, em atenção Ă s necessidades de aprendizagem que se manifestam frente Ă s expectativas da educação atual e futura e Ă s exigĂȘncias da sociedade.In this research a systematic review of literature about Online Peer Assessment (OPA) in higher
education, mediated by Information and Communication Technology (ICT), was carried out.
Optional and central characteristics and its practices (procedures and ICT) were identified and
mapping. These procedures and practices may be transversal, adaptable and applied in several
curriculum units and educational regimes. The results point to the use of OPA as a strategy that
enhances âassessment for learningâ. The theoretical framework, the methods of assessment and
the kinds of ICT used indicate directions for greater involvement and responsibility from the part
of the student in his/her learning. Theoretical framework identifies the need to develop studentsâ
skills, providing them with opportunities for self-assessment and peer assessment on a regular
basis through constructive feedback. There is also evidence that to give or receive feedback is more
beneficial for learning than just receiving it. It is also cognitively more demanding and directs the
students to critical thinking and metacognitive processes. From the results obtained, OPA is seen as
a cognitive tool, contributing to the building of knowledge and to reflection about learning. Issues
for further reflection are also identified such as the creative development of assessment methods
with a focus on diversity and innovation in order to enhance studentsâ learning and academic
results, taking into account their learning needs in face of the expectations of current and future
education and the demands of society.CIEC - Centro de Investigação em Estudos da Criança, IE, UMinho (UI 317 da FCT), PortugalFundos Nacionais atravĂ©s da FCT (Fundação para a CiĂȘncia e a Tecnologia) e cofinanciado pelo Fundo Europeu de Desenvolvimento Regional (FEDER) atravĂ©s do COMPETE 2020 â Programa Operacional Competitividade e Internacionalização (POCI) com a referĂȘncia POCI-01-0145-FEDER-007562info:eu-repo/semantics/publishedVersio
A model of the pre-assessment learning effects of summative assessment in medical education
Inflammatory biomarkers in Alzheimer's disease plasma
Introduction: Plasma biomarkers for Alzheimer's disease (AD) diagnosis/stratification are a \u201cHoly Grail\u201d of AD research and intensively sought; however, there are no well-established plasma markers. Methods: A hypothesis-led plasma biomarker search was conducted in the context of international multicenter studies. The discovery phase measured 53 inflammatory proteins in elderly control (CTL; 259), mild cognitive impairment (MCI; 199), and AD (262) subjects from AddNeuroMed. Results: Ten analytes showed significant intergroup differences. Logistic regression identified five (FB, FH, sCR1, MCP-1, eotaxin-1) that, age/APO\u3b54 adjusted, optimally differentiated AD and CTL (AUC: 0.79), and three (sCR1, MCP-1, eotaxin-1) that optimally differentiated AD and MCI (AUC: 0.74). These models replicated in an independent cohort (EMIF; AUC 0.81 and 0.67). Two analytes (FB, FH) plus age predicted MCI progression to AD (AUC: 0.71). Discussion: Plasma markers of inflammation and complement dysregulation support diagnosis and outcome prediction in AD and MCI. Further replication is needed before clinical translation
CSF1R inhibitor JNJ-40346527 attenuates microglial proliferation and neurodegeneration in P301S mice
Neuroinflammation and microglial activation are significant processes in Alzheimer's disease pathology. Recent genome-wide association studies have highlighted multiple immune-related genes in association with Alzheimer's disease, and experimental data have demonstrated microglial proliferation as a significant component of the neuropathology. In this study, we tested the efficacy of the selective CSF1R inhibitor JNJ-40346527 (JNJ-527) in the P301S mouse tauopathy model. We first demonstrated the anti-proliferative effects of JNJ-527 on microglia in the ME7 prion model, and its impact on the inflammatory profile, and provided potential CNS biomarkers for clinical investigation with the compound, including pharmacokinetic/pharmacodynamics and efficacy assessment by TSPO autoradiography and CSF proteomics. Then, we showed for the first time that blockade of microglial proliferation and modification of microglial phenotype leads to an attenuation of tau-induced neurodegeneration and results in functional improvement in P301S mice. Overall, this work strongly supports the potential for inhibition of CSF1R as a target for the treatment of Alzheimer's disease and other tau-mediated neurodegenerative diseases
Should essays and other âopen-endedâ-type questions retain a place in written summative assessment in clinical medicine?
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