What Do You Mean I Got a D+? Effects of Feedback on Metacognition, Motivation and Academic Performance in High School Students

Numerous studies have established feedback as being among the most effective ways to improve student achievement. However, not all studies have defined feedback in the same way. This means that the effectiveness of feedback has depended on how it is defined and the context in which it is provided (Hattie & Timperely, 2007). This project investigates if changes in student academic achievement, motivation, and metacognition vary based on the type of feedback students are provided on assignments. Students were given either grades alongside traditional forms of minimal written feedback, or no grades alongside elaborate but targeted written feedback. The students in the study were enrolled in two sections of a high school world history class at Hartford Magnet Trinity College Academy. All feedback was provided by Ms. Debra Avery over the course of a four-week instructional unit. The effectiveness of the type of feedback was assessed before the unit began and at the end of the unit by measuring scores from a comprehension-based test, and by questionnaires that asked about student metacognition and motivation. Student perceptions on the usefulness of feedback were also collected to assess the level of engagement students had with the feedback they received. Students were able to learn more effectively by the end of the unit when given no grades alongside enhanced feedback; however, students did not necessarily perceive their own growth within the four-week span of the study

What Do You Mean I Got a D+? Effects of Feedback Type and Quality on Academic Performance, Metacognition, and Motivation in High School Students

Numerous studies have established that feedback is among the most effective ways to improve student achievement. However, not all studies have defined feedback in the same way, so the effectiveness of feedback has depended on how it has been defined and the context in which it was provided (Hattie & Timperely, 2007). This study investigated the effects of a feedback intervention on student academic performance, metacognition, and motivation. The students in the study came from two sections of a high school world history class at an inter-district magnet school in Hartford, Connecticut. All feedback was provided by the same teacher over the course of a 4-week instructional unit. Students in the experimental group received elaborated written comments that detailed strengths in their work along with one specific area for improvement, but grades were withheld until the end of the instructional unit, whereas students in the control group were given brief written comments about their work along with grades after each assignment in the instructional unit. The effectiveness of the feedback intervention was assessed by having students take a knowledge-based test before and after the intervention. Metacognition and motivational variables (self-efficacy, achievement values, test anxiety, extrinsic and intrinsic goal orientation, and control of learning beliefs) were also assessed at both time points. Student perceptions of the usefulness of feedback were also collected before and after the unit to assess the level of engagement students had with the feedback they received. As predicted, the feedback intervention found significant effects for academic performance and some measures of motivation, but found no effects on metacognition, most measures of motivation, and perceptions of feedback. Implications of the study’s findings are discussed in terms of processing feedback as a multidimensional skill

Dissolved methane distribution in surface seawater and its controlling factors in mid- and high-latitudes in the Southern Ocean

第6回極域科学シンポジウム分野横断セッション：[IB1] 海氷域における生物地球化学的研究11月17日（火）　統計数理研究所 セミナー室1（D305

Oxaliplatin for Metastatic Colon Cancer in a Patient with Renal Failure

The efficacy, safety, pharmacokinetics, and dialysability of oxaliplatin were assessed in a hemodialysis patient with recurrent cecal cancer

Carcinosarcoma of the Sigmoid Colon: Report of a Case

Our case was a 65-year-old male, with the chief complaints of diarrhea and abdominal distention. Three years earlier, the patient had undergone transcatheter arterial embolization and radiofrequency treatment based on a diagnosis of hepatocellular carcinoma due to hepatitis B by another doctor. In October 2007, the patient developed diarrhea and increased abdominal distention. In December, CT examination conducted by the previous doctor revealed a 20-cm tumor within the pelvis. The patient was diagnosed with sigmoid colon cancer based on barium enema examination using gastrografin, and was introduced to our hospital for treatment. He was diagnosed with low-differentiated carcinoma by biopsy of the colon during endoscopy and underwent sigmoidectomy based on a diagnosis of sigmoid colon cancer. The tumor had infiltrated the bladder, and a tumorectomy was conducted through partially combined resection. The tumor was a huge lesion occupying the inside of the lumen, and histopathological findings revealed that the tumor, the main part of which lay beneath the mucous membrane, had a transitional image composed of both spindle-shaped atypical cells and sarcomatoid shape. The result of immunostaining was CK7(+), CK20(-), AFP(-), and the patient was diagnosed as having carcinosarcoma of the colon. Carcinosarcoma of the colon is a malignant tumor with poor prognosis, and the mean survival period in past reports was approximately 6 months. The patient was treated with FOLFIRI+Bevacizumab therapy according to chemotherapy for colon cancer, but he was refractory to the therapy

Nivolumab Versus Gemcitabine or Pegylated Liposomal Doxorubicin for Patients With Platinum-Resistant Ovarian Cancer: Open-Label, Randomized Trial in Japan (NINJA)

PURPOSE: This phase III, multicenter, randomized, open-label study investigated the efficacy and safety of nivolumab versus chemotherapy (gemcitabine [GEM] or pegylated liposomal doxorubicin [PLD]) in patients with platinum-resistant ovarian cancer. MATERIALS AND METHODS: Eligible patients had platinum-resistant epithelial ovarian cancer, received ≤ 1 regimen after diagnosis of resistance, and had an Eastern Cooperative Oncology Group performance score of ≤ 1. Patients were randomly assigned 1:1 to nivolumab (240 mg once every 2 weeks [as one cycle]) or chemotherapy (GEM 1000 mg/m2 for 30 minutes [once on days 1, 8, and 15] followed by a week's rest [as one cycle], or PLD 50 mg/m2 once every 4 weeks [as one cycle]). The primary outcome was overall survival (OS). Secondary outcomes included progression-free survival (PFS), overall response rate, duration of response, and safety. RESULTS: Patients (n = 316) were randomly assigned to nivolumab (n = 157) or GEM or PLD (n = 159) between October 2015 and December 2017. Median OS was 10.1 (95% CI, 8.3 to 14.1) and 12.1 (95% CI, 9.3 to 15.3) months with nivolumab and GEM or PLD, respectively (hazard ratio, 1.0; 95% CI, 0.8 to 1.3; P = .808). Median PFS was 2.0 (95% CI, 1.9 to 2.2) and 3.8 (95% CI, 3.6 to 4.2) months with nivolumab and GEM or PLD, respectively (hazard ratio, 1.5; 95% CI, 1.2 to 1.9; P = .002). There was no statistical difference in overall response rate between groups (7.6% v 13.2%; odds ratio, 0.6; 95% CI, 0.2 to 1.3; P = .191). Median duration of response was numerically longer with nivolumab than GEM or PLD (18.7 v 7.4 months). Fewer treatment-related adverse events were observed with nivolumab versus GEM or PLD (61.5% v 98.1%), with no additional or new safety risks. CONCLUSION: Although well-tolerated, nivolumab did not improve OS and showed worse PFS compared with GEM or PLD in patients with platinum-resistant ovarian cancer

Selection of Postoperative Systemic Chemotherapy for Advanced Gastric Cancer Patients with Hepatic Metastasis Using the Histoculture Drug Response Assay

The usefulness of histoculture drug response assay (HDRA) before the start of antitumor chemotherapy was explored to predict the antitumor response of chemotherapy for progressive gastric cancer patients with hepatic metastasis. Cancer tissue was collected from 6 advanced gastric cancer patients with hepatic metastasis, to assess whether the tumor is sensitive to chemotherapeutic agents of 5-fluorouracil (5-FU), mitomycin C (MMC), docetaxel hydrate (TXT), and cisplatin (CDDP) by the HDRA method. The size of hepatic tumor was measured by CT scan 3 and 6 months after the start of the chemotherapy and examined the relationship between the selected chemotherapy and antitumor response. Of 6 patients investigated in the present study, 3 patients received monotherapy with TS-1[○!R], which was found to be effective in 2 patients (66.7%). In the patient who received MMC monotherapy, the HDRA showed the cancer tissue to be less sensitive to any of antitumor agents tested, resultantly indicating no antitumor response. In the remaining 2 patients with combination therapy with TS-1[○!R] and MMC, the selected chemotherapeutic agents showed anti-tumor effect. The HDRA is useful to predict the antitumor response of postoperative adjunctive chemotherapy for advanced gastric cancer patients with hepatic metastasis, and plays an important role in selection of antitumor agents

Accelerating the Acquisition of Expertise

What accounts for the striking variability in how readily people acquire expertise and the ultimate level of performance they attain? In this article, we discuss sources of individual differences in skill acquisition. We begin by describing a first-of-its-kind case study of golf expertise: Dan McLaughlin’s attempt to make the PGA Tour through deliberate practice. Contrasting engineered vs. ecological approaches to developing expertise, we then discuss three factors that may have contributed to McLaughlin’s inability to attain his goal: domain selection, starting age, and design of training. We conclude by discussing future directions for expertise research. With a better understanding of what accounts for variability across people in the development of expertise, it may be possible to accelerate the acquisition of expertise

Multidecadal poleward shift of the southern boundary of the Antarctic Circumpolar Current off East Antarctica

The southern boundary (SB) of the Antarctic Circumpolar Current, the southernmost extent of the upper overturning circulation, regulates the Antarctic thermal conditions. The SB's behavior remains unconstrained because it does not have a clear surface signature. Revisited hydrographic data from off East Antarctica indicate full-depth warming from 1996 to 2019, concurrent with an extensive poleward shift of the SB subsurface isotherms (>50 km), which is most prominent at 120 degrees E off the Sabrina Coast. The SB shift is attributable to enhanced upper overturning circulation and a depth-independent frontal shift, generally accounting for 30 and 70%, respectively. Thirty years of oceanographic data corroborate the overall and localized poleward shifts that are likely controlled by continental slope topography. Numerical experiments successfully reproduce this locality and demonstrate its sensitivity to mesoscale processes and wind forcing. The poleward SB shift under intensified westerlies potentially induces multidecadal warming of Antarctic shelf water