The implementation of feedback to facilitate students’ self-regulation in learning English in Madrasah Aliyah context

Feedback is necessary to measure whether students have understood well the lesson that has been delivered. Students should be given feedback to help them become autonomous learners who can regulate aspects of their thinking, motivation, and behaviour during learning. The study aimed to find out how feedback is implemented by the teacher based on Nicol’s framework and to find out students’ perceptions towards the application of formative assessment. A questionnaire was administered to get the data on how feedback that facilitates students’ self-regulation is implemented at MA Negeri 2 Kota Palu. Further, an in-depth interview was used to get students’ perception towards the implementation of feedback. The questionnaire showed that the implementation of feedback at MA Negeri 2 Kota Palu helps clarify what good performance is, facilitates the development of self-assessment in learning, delivers high quality information to students about their learning, encourages teacher and peer dialogue around learning, encourages positive motivational beliefs and self-esteem, and provides opportunities to close the gap between current and desired performance. The interview revealed that students have positive perception towards the feedback implemented by the teacher.Umpan balik diperlukan untuk mengukur apakah siswa telah memahami dengan baik pelajaran yang telah disampaikan. Siswa harus diberikan umpan balik untuk membantu mereka menjadi pembelajar mandiri yang dapat mengatur aspek pemikiran, motivasi dan perilaku mereka selama belajar. Penelitian ini bertujuan untuk mengetahui bagaimana umpan balik diimplementasikan oleh guru berdasarkan kerangka kerja Nicol dan untuk mengetahui persepsi siswa terhadap penerapan penilaian formatif. Kuesioner diberikan untuk mendapatkan data bagaimana umpan balik yang memfasilitasi pengaturan diri siswa dilaksanakan di MA Negeri 2 Kota Palu, dan wawancara mendalam digunakan untuk mendapatkan data persepsi siswa terhadap pelaksanaan umpan balik. Kuesioner menunjukkan bahwa penerapan umpan balik di MA Negeri 2 Kota Palu membantu memperjelas apa kinerja yang baik, memfasilitasi pengembangan penilaian diri dalam pembelajaran, memberikan informasi berkualitas tinggi kepada siswa tentang pembelajaran mereka, mendorong dialog guru dan teman sebaya seputar pembelajaran, mendorong keyakinan motivasi positif dan harga diri, dan memberikan peluang untuk menutup kesenjangan antara kinerja saat ini dan yang diinginkan. Hasil wawancara menunjukkan bahwa siswa memiliki persepsi yang positif terhadap umpan balik yang dilakukan oleh guru

Executive dysfunction screening and intelectual coefficient measurement in children with attention deficit hyperactivity disorder Tamizaje de la disfunción ejecutiva y medición del coeficiente intelectual en niños con trastorno por déficit de atención-hiperactividad

OBJECTIVE: To perform a complete Intelligence quotient (IQ) measurement (verbal, performance, and total) and subsequently, to compare executive function (EF) measurements in subgroups of children with attention deficit-hyperactivity disorder (ADHD) with a control group. METHOD: We studied a group of children from 7-12 years of age from public elementary schools. Children were selected by means of Diagnostic and Statistical Manual of Mental Disorders-IV-Revised (DSM-IV-R) parent and teacher questionnaires for ADHD. EFs were screened by Weschler Intelligence Scale for Children (WISC-R) performance intelligence quotient (IQ) determination of the following sub-tests: picture completion; block designs, and object assembly tests. Simultaneously, total (T-), performance (P-), and verbal (V-) IQs were measured for each patient. RESULTS: We studied 26 control subjects, and 35 children with ADHD. Numbers of children in each ADHD sub-type group were as follows: 15 in the combined group (-C), 13 in the inattentive group (-I), and 7 in hyperactivity group (-H). We found significant lower EF scores in picture arrangement (F=3.76, df 3,57, p=0.01), block design (F=4.55, df 3,57, p<0.01), and object assembly (F=4.52, df 3,57, p<0.01). Post-hoc analysis showed that differences were located among ADHD-C, ADHD-I, and ADHD-H groups when compared with controls. We found significantly lower cognitive scores in the ADHD-I group as follows: P-IQ (F=3.57, df 3,57, p=0.02), and T-IQ (F=2.90, df 3,57, p=0.04). CONCLUSION: Our results showed that screening of EF alteration in children with ADHD is easy and rapid by means of certain P-IQ determination sub-scales of the WISC test; moreover, complementary IQ determination can be measured simultaneously. Overall, children with ADHD exhibited an EF alteration. ADHD-I children demonstrated lower P-IQ, and T-IQ scores than control children.<br>OBJETIVO: Realizar una medición global de cociente intelectual (CI) (verbal, ejecutivo y total) y comparar las funciones ejecutivas (FE) en los subgrupos de niños con trastorno por déficit de atención-hiperactividad (TDAH) con un grupo control. MÉTODO: Se estudiaron niños de 7-12 años, provenientes de escuelas oficiales primarias. Se les aplicó el cuestionario de criterios diagnósticos de TDAH del DSM-IV-R para padres y maestros. Las FE se tamizaron mediante las sub-escalas de: ordenación de dibujos, diseño con cubos y composición de objetos del WISC-R. En forma paralela se midieron los CI Verbal (-V), Ejecutivo (-E), Total (-T) de cada paciente. RESULTADOS: Se estudiaron 26 niños control y 35 con TDAH. La distribución de niños con TDAH en los diferentes subtipos clínicos fue la siguiente: 15 niños con TDAH combinado (-C), 13 con inatención (-I) y 7 con hiperactividad-impulsividad (-H). Se encontraron calificaciones menores en las sub-escalas de: ordenación de dibujos (F=3,76, gl 3,57, p=0,01), diseño con cubos (F=4,55, gl 3,57, p<0,01) y en la composición de objetos (F=4,52, gl 3,57, p<0,01). El análisis post-hoc mostró que las diferencias se produjeron entre los grupos de TDAH-I, TDAH-H y TDAH-C en relación al de control. Encontramos calificaciones menores en el CI del grupo de TDAH-I en la siguiente forma: CI-E (F=3,57, gl 3,57, p=0,02) y CI-T (F=2,90, gl 3,57 p=0,04). CONCLUSIÓN: Nuestros resultados muestran que las alteraciones de las FE pueden ser fácilmente tamizadas por WISC-R, además de medir simultáneamente el CI. Se encontró que los niños con TDAH de los 3 tipos muestran una disfunción de las FE. También se encontró que los niños con TDAH-I muestran menores puntajes del CI-E y CI-T que los controles

Edoxaban versus warfarin in patients with atrial fibrillation

Contains fulltext : 125374.pdf (publisher's version ) (Open Access)BACKGROUND: Edoxaban is a direct oral factor Xa inhibitor with proven antithrombotic effects. The long-term efficacy and safety of edoxaban as compared with warfarin in patients with atrial fibrillation is not known. METHODS: We conducted a randomized, double-blind, double-dummy trial comparing two once-daily regimens of edoxaban with warfarin in 21,105 patients with moderate-to-high-risk atrial fibrillation (median follow-up, 2.8 years). The primary efficacy end point was stroke or systemic embolism. Each edoxaban regimen was tested for noninferiority to warfarin during the treatment period. The principal safety end point was major bleeding. RESULTS: The annualized rate of the primary end point during treatment was 1.50% with warfarin (median time in the therapeutic range, 68.4%), as compared with 1.18% with high-dose edoxaban (hazard ratio, 0.79; 97.5% confidence interval [CI], 0.63 to 0.99; P<0.001 for noninferiority) and 1.61% with low-dose edoxaban (hazard ratio, 1.07; 97.5% CI, 0.87 to 1.31; P=0.005 for noninferiority). In the intention-to-treat analysis, there was a trend favoring high-dose edoxaban versus warfarin (hazard ratio, 0.87; 97.5% CI, 0.73 to 1.04; P=0.08) and an unfavorable trend with low-dose edoxaban versus warfarin (hazard ratio, 1.13; 97.5% CI, 0.96 to 1.34; P=0.10). The annualized rate of major bleeding was 3.43% with warfarin versus 2.75% with high-dose edoxaban (hazard ratio, 0.80; 95% CI, 0.71 to 0.91; P<0.001) and 1.61% with low-dose edoxaban (hazard ratio, 0.47; 95% CI, 0.41 to 0.55; P<0.001). The corresponding annualized rates of death from cardiovascular causes were 3.17% versus 2.74% (hazard ratio, 0.86; 95% CI, 0.77 to 0.97; P=0.01), and 2.71% (hazard ratio, 0.85; 95% CI, 0.76 to 0.96; P=0.008), and the corresponding rates of the key secondary end point (a composite of stroke, systemic embolism, or death from cardiovascular causes) were 4.43% versus 3.85% (hazard ratio, 0.87; 95% CI, 0.78 to 0.96; P=0.005), and 4.23% (hazard ratio, 0.95; 95% CI, 0.86 to 1.05; P=0.32). CONCLUSIONS: Both once-daily regimens of edoxaban were noninferior to warfarin with respect to the prevention of stroke or systemic embolism and were associated with significantly lower rates of bleeding and death from cardiovascular causes. (Funded by Daiichi Sankyo Pharma Development; ENGAGE AF-TIMI 48 ClinicalTrials.gov number, NCT00781391.)