Implementing summative assessment with a formative flavour: a case study in a large class

Teaching a large class can present real challenges in design, management, and standardization of assessment practices. One of the main dilemmas for university teachers is how to implement effective formative assessment practices, with accompanied high quality feedback consistently over time with large classroom groups. This article reports on how elements of formative practices can be implemented as part of summative assessment in very large undergraduate cohorts (n = 1500 in one semester), studying in different modes (on- and off-campus), with multiple markers, and under common cost and time constraints. Design features implemented include the use of exemplars, rubrics and audio feedback. The article draws on the reflections of the leading teacher, and discusses that for summative assessment to benefit learners, it should contain formative assessment elements. The teaching practices utilised in the case study provide some means to resolve the tensions between formative assessment and summative assessment that may be more generally applicable

Using formative assessment to influence self- and co-regulated learning: the role of evaluative judgement

Recently, the concept of evaluative judgement has gained attention as a pedagogical approach to classroom formative assessment practices. Evaluative judgement is the capacity to be able to judge the work of oneself and that of others, which implies developing knowledge about one’s own assessment capability. A focus on evaluative judgement helps us to better understand what is the influence of assessment practices in the regulation of learning. In this paper, we link evaluative judgement to two self-regulated learning models (Zimmerman and Winne) and present a model on the effects on co-regulation of learning. The models help us to understand how students can be self-regulated through developing their evaluative judgement. The co-regulation model visualises how the learner can become more strategic in this process through teacher and peer assessment in which assessment knowledge and regulation strategies are shared with the learner. The connections we make here are crucial to strengthening our understanding of the influence of assessment practices on students’ learnin

Developing evaluative judgement: enabling students to make decisions about the quality of work

Evaluative judgement is the capability to make decisions about the quality of work of oneself and others. In this paper, we propose that developing students’ evaluative judgement should be a goal of higher education, to enable students to improve their work and to meet their future learning needs: a necessary capability of graduates. We explore evaluative judgement within a discourse of pedagogy rather than primarily within an assessment discourse, as a way of encompassing and integrating a range of pedagogical practices. We trace the origins and development of the term ‘evaluative judgement’ to form a concise definition then recommend refinements to existing higher education practices of self-assessment, peer assessment, feedback, rubrics, and use of exemplars to contribute to the development of evaluative judgement. Considering pedagogical practices in light of evaluative judgement may lead to fruitful methods of engendering the skills learners require both within and beyond higher education settings

A Transitional Year Level to Higher Education: Challenges, Experiences and Self-regulatory Strategies during the Final Year of the University Preparatory Level

Final Year level of the University Preparatory cycle (FYUP) –in Spanish 2º Bachillerato– is one of the most challenging academic courses. It is extremely demanding academically in itself and by the end of it students must also pass the university entry exam. Yet research has not investigated how students experience this year. We thus explored, using in-depth interviews with 75 students from two public high schools, their attitudes toward this academic year. Our results showed that (a) the participants struggled greatly during FYUP, experiencing high levels of academic stress (that affects their general well-being, mostly because of the high academic demands); (b) students were looking forward to their university experience but were concerned about failing or not finding their place; and (c) they reported a narrow range of learning, motivational, and emotional strategies. This study shows that students face significant learning and academic challenges during FYUP. A clear educational implication is that interventions should be implemented in earlier years to help the students be better prepared

Chrome Plug-in to Support SRL in MOOCs

Proceeding of: 6th European MOOCs Stakeholders Summit, EMOOCs 2019 Naples, Italy, May 20–22, 2019.Massive Open Online Courses (MOOCs) have gained popularity over the last years, offering a learning environment with new opportunities and challenges. These courses attract a heterogeneous set of participants who, due to the impossibility of personal tutorship in MOOCs, are required to create their own learning path and manage one’s own learning to achieve their goals. In other words, they should be able to self-regulate their learning. Self-regulated learning (SRL) has been widely explored in settings such as face-to-face or blended learning environments. Nevertheless, research on SRL in MOOCs is still scarce, especially on supporting interventions. In this sense, this document presents MOOCnager, a Chrome plug-in to help learners improve their SRL skills. Specifically, this work focuses on 3 areas: goal setting, time management and selfevaluation. Each area is included in one of the 3 phases composing Zimmerman’s SRL Cyclical Model. In this way, the plug-in aims to support enrolees’ self-regulation throughout their complete learning process. Finally, MOOCnager was uploaded to the Chrome Web Store, in order to get a preliminary evaluation with real participants from 6 edX Java MOOCs designed by the Universidad Carlos III de Madrid (UC3M). Results were not conclusive as the use of the plug-in by the participants was very low. However, learners seem to prefer a seamless tool, integrated in the MOOC platform, which is able to assist them without any learner-tool interaction.The authors acknowledge the eMadrid Network, funded by the Madrid Regional Government (Comunidad de Madrid) with grant No. P2018/TCS-4307. This work also received partial support from the Spanish Ministry of Economy and Competitiveness/Ministry of Science, Innovation, and Universities, Projects RESET (TIN2014-53199-C3-1-R) and Smartlet (TIN2017- 85179-C3-1-R), and from the European Commission through Erasmus+ projects COMPETENSEA (574212-EPP-1-2016-1-NL-EPPKA2-CBHE-JP), LALA (586120-EPP-1-2017-1-ESEPPKA2- CBHE-JP), and InnovaT (598758-EPP-1-2018-1-AT-EPPKA2-CBHE-JP).Publicad

Cochrane corner:interventions for the management of malignant pleural effusions

Optimal management of symptomatic malignant pleural effusions remains an important issue as it affects a significant number of patients each year internationally. The overall survival remains poor, necessitating an evidence based treatment strategy that provides the best outcomes for individual patients. This paper summarises the results of the recently published Cochrane review on interventions in malignant pleural effusions

Inflammatory response in mixed viral-bacterial community-acquired pneumonia

Background The role of mixed pneumonia (virus¿+¿bacteria) in community-acquired pneumonia (CAP) has been described in recent years. However, it is not known whether the systemic inflammatory profile is different compared to monomicrobial CAP. We wanted to investigate this profile of mixed viral-bacterial infection and to compare it to monomicrobial bacterial or viral CAP. Methods We measured baseline serum procalcitonin (PCT), C reactive protein (CRP), and white blood cell (WBC) count in 171 patients with CAP with definite etiology admitted to a tertiary hospital: 59 (34.5%) bacterial, 66 (39.%) viral and 46 (27%) mixed (viral-bacterial). Results Serum PCT levels were higher in mixed and bacterial CAP compared to viral CAP. CRP levels were higher in mixed CAP compared to the other groups. CRP was independently associated with mixed CAP. CRP levels below 26 mg/dL were indicative of an etiology other than mixed in 83% of cases, but the positive predictive value was 45%. PCT levels over 2.10 ng/mL had a positive predictive value for bacterial-involved CAP versus viral CAP of 78%, but the negative predictive value was 48%. Conclusions Mixed CAP has a different inflammatory pattern compared to bacterial or viral CAP. High CRP levels may be useful for clinicians to suspect mixed CAP

Persistent supraventricular tachycardia after volatile inhalational anaesthetic induction with sevoflurane in a pediatric patient

La inducción anestésica inhalatoria con sevoflurano es muy empleada en la población pediátrica. Si bien los efectos sistémicos más comunes son ampliamente conocidos, no se conocen todos los efectos secundarios de este fármaco. Presentamos el caso clínico de un varón de cuatro años que desarrolló un episodio de taquicardia supraventricular sostenida tras la inducción anestésica con sevoflurano, que no cedió hasta que no se retiró el fármaco y se sustituyó el mantenimiento anestésico por una perfusión continua de fármacos hipnóticos intravenosos (propofol y remifentanilo). Desconocemos el mecanismo exacto por el que este episodio ha tenido una relación causal tan clara con la administración de sevoflurano; las posibilidades diagnósticas serían la taquicardia por reentrada intranodal o la existencia de una vía accesoria. No hemos encontrado en la literatura un episodio de taquicardia supraventricular mantenida con una relación causal directa con la administración de sevoflurano como en el caso que presentamos.Inhaled anaesthetic induction with sevoflurane is very common in the pediatric population. Sevoflurane systemic effects are widely known, while not all the side effects are known. We present a four year-old child who developed a persistent supraventricular tachycardia after inhaled anaesthetic induction with sevoflurane. The arrhythmia did not end until sevoflurane was stopped and changed to an intravenous continuous perfusion of hypnotic drugs (propofol and remiphentanyl). The exact mechanism for such a causal relationship with sevoflurane administration is unknown, and possible diagnoses include atrioventricular nodal reentry tachycardia (AVNRT) and the existence of an accessory pathway. An episode of persistent supraventricular tachycardia with a clear causal relationship with sevoflurane administration is not found in the literature

Effect of sugammadex on processed EEG parameters in patients undergoing robot-assisted radical prostatectomy

Background: Sugammadex has been associated with increases in the bispectral index (BIS). We evaluated the effects of sugammadex administration on quantitative electroencephalographic (EEG) and electromyographic (EMG) measures. Methods: We performed a prospective observational study of adult male patients undergoing robot-assisted radical prostatectomy. All patients received a sevoflurane-based general anaesthetic and a continuous infusion of rocuronium, which was reversed with 2 mg kg1 of sugammadex i.v. BIS, EEG, and EMG measures were captured with the BIS Vista™ monitor. Results: Twenty-five patients were included in this study. Compared with baseline, BIS increased at 4e6 min (b coefficient: 3.63; 95% confidence interval [CI]: 2.22e5.04; P<0.001), spectral edge frequency 95 (SEF95) increased at 2e4 min (b coefficient: 0.29; 95% CI: 0.05e0.52; P¼0.016) and 4e6 min (b coefficient: 0.71; 95% CI: 0.47e0.94; P<0.001), and EMG increased at 4e6 min (b coefficient: 1.91; 95% CI: 1.00e2.81; P<0.001) after sugammadex administration. Compared with baseline, increased beta power was observed at 2e4 min (b coefficient: 93; 95% CI: 1e185; P¼0.046) and 4e6 min (b coefficient: 208; 95% CI: 116e300; P<0.001), and decreased delta power was observed at 4e6 min (b coefficient: 526.72; 95% CI: 778 to 276; P<0.001) after sugammadex administration. Neither SEF95 nor frequency band data analysis adjusted for EMG showed substantial differences. None of the patients showed clinical signs of awakening. Conclusions: After neuromuscular block reversal with 2 mg kg1 sugammadex, BIS, SEF95, EMG, and beta power showed small but statistically significant increases over time, while delta power decreased