Enhancing Two-stage Collaborative Exams by Incorporating Immediate Feedback

Collaborative testing is becoming a widely used method of assessment in science education, as well as many other disciplines. While performance gains have been consistently reported, learning gains have not been quite as clearly documented. Learning gains are often measured by assessing the retention of tested concepts. We designed and conducted a study to assess whether retention was greater in a two-stage collaborative exam where students received immediate feedback rather than multiple-choice with no feedback during the collaborative stage. All students first wrote the multiple-choice test individually before re-writing the exam in small groups and receiving feedback via scratch cards based on either the first or second half of the test, with no feedback for the other half. Two weeks later, students were given a retention quiz with five questions concept-matched to each half of the original test. There was no significant difference in retention found between the randomized groups. Interestingly, however, we observed that those who received feedback on the first half of the collaborative stage of the exam performed better on the collaborative exam overall, despite there being no difference in individual marks between the two groups. This effect remained even when the test component with feedback was marked dichotomously, without part marks awarded for correctness on the second or third attempt

Creating and Solidifying Knowledge by Incorporating Feedback into Group-Based, Two-Stage Collaborative Exams

Individual testing, often via multiple choice questions, tends to be the norm in post secondary education. Collaborative testing has been proposed as an alternative and the benefits have been widely documented (Lusk & Conklin, 2003; Sandahl, 2009, Cortright et al, 2003). In the first stage of collaborative testing, students write the exam individually. In the second stage students write the same exam in groups (ideally 4) where they are required to come to consensus. Our own experience with these 2-stage collaborative midterm exams in very different programs (Nursing and Engineering) resulted in improved performance and overwhelmingly positive student review, consistent with the results of Gilley & Clarkston (2014), whose 2-stage model we followed. Using the Immediate Feedback Assessment Technique (IF-AT) scratch cards (Epstein, 2001), we created the opportunity to dispel misconceptions, allow students to discover correct answers during testing, and provide partial credit for multiple-choice questions. In addition to the improved self-confidence and metacognitive skill development promoted by collaboration (Carvalho, 2010), we hypothesize that delivering the guided answers using IF-AT cards, at a time when students are most receptive, aids in retention of the tested concepts. We will present preliminary data providing some support for this hypothesis from our recent study to assess whether collaboration with immediate feedback or collaboration alone is superior in encouraging retention. A hands-on simulation of this procedure will be included, along with tips for implementing this form of testing in other science (and non-science) classrooms. Carvalho, M. K. F. (2010). Assessing changes in performance and monitoring processes in individual and collaborative tests according to students\u27 metacognitive skills. European Journal of Cognitive Psychology, 22(7), 1107-1136. Cortright, R.N., Collins, H.L., Rodenbaugh, D.W. & Di Carlo, S.E. (2003). Student Retention of Course Content Is Improved By Collaborative-Group Testing. Advances in Physiology Education, 27: 102-108 Epstein, M.L., Epstein B.B., and Brosvic, G.M. (2001). Immediate Feedback During Academic Testing. Psychological Reports, 88(3 Pt 1), 889-894. Gilley, B. H. & Clarkston, B. (2014). Collaborative Testing: Evidence of Learning in a Controlled In-Class study of Undergraduate Students. Journal of College Science Teaching, 43(3), 83-91. Lusk, M., & Conklin, L. (2003). Collaborative testing to promote learning. The Journal of nursing education, 42(3), 121-124. Sandahl, S. S. (2009). Collaborative testing as a learning strategy in nursing education: A review of the literature. Nursing education perspectives, 30(3), 171-175

Protein Intake at Breakfast Promotes a Positive Whole-Body Protein Balance in a Dose-Response Manner in Healthy Children: A Randomized Trial

Background Protein ingestion promotes whole-body net protein balance (NB) in children, which is a prerequisite for growth. Determining how much protein is required at breakfast to promote a positive NB, which may be negative after the traditional overnight fast in children, has yet to be determined. Objective We determined the impact of incremental doses of milk protein at breakfast as well as the impact of daily dietary protein distribution on NB in children. Methods A total of 28 children [14 boys, 14 girls; age range: 7–11 y; body mass index (mean ± SD, in kg/m2): 16.0 ± 1.9] completed 2 intervention trials. During the breakfast meal, participants consumed an isoenergetic beverage with different amounts of protein (0, 7, 14, or 21 g for Groups A–D, respectively) and [15N]-glycine to measure whole body protein metabolism. Whole-body nitrogen turnover, protein synthesis (PS), protein breakdown, and NB were measured over 9 and 24 h. Results Following an overnight fast, children were in negative NB (–64.5 mg · kg−1 · h−1). Protein ingestion at breakfast induced a stepwise increase in NB over 9 h [Groups A (6.2 mg · kg−1 · h−1) < B (27.9 mg · kg−1 · h−1) < C (46.9 mg · kg−1 · h−1) < D (66.0 mg · kg−1 · h−1)] with all conditions different from each other (all P < 0.01). PS was 42% greater in Group D than in Group A over 9 h (P < 0.05). Conclusions Consuming ≥7 g of the total daily protein intake at breakfast attenuates the observed overnight protein losses in children during the subsequent 9 h following breakfast consumption. The dose-dependent increase in NB over a daytime fed period, inclusive of breakfast and lunch, highlights the importance of breakfast protein intake on acute anabolism in healthy active children. This trial was registered at clinicaltrials.gov as NCT02465151

Planning capacities of facilities and human resources for seniors

Physical environment, especially urban facilities that are age friendly can make a difference between independence and dependence for all individuals but are of particular importance for those growing older. Changes in the environment can lower the disability threshold. It influences the needs for care in each category of dependency measured by care dependency scale. Therefore the spatial interaction model developed individually for each group of functional capacity can be structured to forecast overall attractiveness and stickiness of municipalities for migration of older cohorts. The structure of cohorts, when disability thresholds are determined is calculated through a multi-state transition model where net migration of older cohorts is added for each year. The numerical example shows how we can plan the investments in facilities and education of human resources based on forecasted structure of care dependency categories and it\u2019s dynamics