Towards an Integrative Formative Approach of Data-Driven Decision Making, Assessment for Learning, and Diagnostic Testing

This study concerns the comparison of three approaches to assessment: Data-Driven Decision Making, Assessment for Learning, and Diagnostic Testing. Although the three approaches claim to be beneficial with regard to student learning, no clear study into the relationships and distinctions between these approaches exists to date. The goal of this study was to investigate the extent to which the three approaches can be shaped into an integrative formative approach towards assessment. The three approaches were compared on nine characteristics of assessment. The results suggest that although the approaches seem to be contradictory with respect to some characteristics, it is argued that they could complement each other despite these differences. The researchers discuss how the three approaches can be shaped into an integrative formative approach towards assessmen

Overcoming distance in virtual teams : effects of communication media, experience, and time pressure on distributed teamwork

Een virtueel team is een team waarvan de leden elkaar niet of zelden in levenden lijve ontmoeten, bijvoorbeeld omdat de teamleden verschillende werktijden hebben of op verschillende vestigingen van een organisatie werken. Anders dan reguliere teams zijn virtuele teams in grote mate afhankelijk van informatie- en communicatietechnologie. Een voorbeeld van een virtueel team is een ontwerpteam dat binnen een multinationaal bedrijf een nieuwe productlijn ontwikkelt vanaf verschillende locaties door gebruik te maken van e-mail en videovergaderingen. Een belangrijke bijdrage van het huidige onderzoek is dat het laat zien dat de beperkingen van gedistribueerd samenwerken die de wijdverbreide toepassing van virtuele teams hinderen, zijn te overkomen. Door een combinatie van relevante groupware en ervaring met samenwerken op afstand, kunnen virtuele teams werk produceren dat qua kwaliteit en hoeveelheid vergelijkbaar is met het werk van face-to-face teams. Het lijkt er dan ook op dat virtuele teams geen modeverschijnsel zijn. Virtuele teams zijn de toekomst

Reimagining classroom assessment and feedback to meet learner needs

The power of classroom assessment and feedback to improve student learning outcomes has long been recognised. Yet, decades of research have yielded disappointing and often conflicting outcomes. This presentation challenges traditional conceptions of classroom assessment and feedback as teacher-driven practices. To meet learner needs better, it proposes a student-centred perspective in which students are active and have agency. By drawing on an extensive study of feedback reviews, this presentation illustrates how conceptualisations of feedback have changed over recent decades. This paper provides key insights into how classroom assessment and feedback practices can be changed in ways that are sustainable, afford student agency, and enhance student learning outcomes. Key learnings from recent research in primary and secondary education contexts are synthesised to provide state-of-the-art insights for shaping policy, practice and future research

Significance of Conversation between Mast Cells and Nerves

More and more studies are demonstrating interactions between the nervous system and the immune system. However, the functional relevance of this interaction still remains to be elucidated. Such associations have been found in the intestine between nerves and mast cells as well as between eosinophils and plasma cells. Similar morphologic associations have been demonstrated in the liver, mesentery, urinary bladder, and skin. Unmyelinated axons especially were found to associate with mast cells as well as Langerhans' cells in primate as well as murine skin. Although there are several pathways by which immune cells interact with the nervous system, the focus in this review will be on the interaction between mast cells and nerves

Properties of the matrix A-XY

AbstractThe main topic of this paper is the matrix V=A−XY*, where A is a nonsingular complex k×k matrix and X and Y are k×p complex matrices of full column rank. Because properties of the matrix V can be derived from those of the matrix Q=I−XY*, we will consider in particular the case where A=I. For the case that Y*X=I, so that Q is singular, we will derive the Moore–Penrose inverse of Q. The Moore–Penrose inverse of V in case Y*A−1X=I then easily follows. Finally, we will focus on the eigenvalues and eigenvectors of the real matrix D−xy′ with D diagonal

School Improvement Tool: A summary of the underpinning research

In 2023, ACER published the School Improvement Tool (SIT), the second iteration of the National School Improvement Tool (NSIT). A comprehensive review of international research was undertaken to inform the development of the SIT which consists of nine inter-related domains that describe the practices of highly effective schools and leaders. This document provides a summary of research evidence that underpins each of the nine domains of the SIT. Acknowledging interdependencies between domains, it presents a narrative of key evidence and research-based considerations for each domain. Further detail about the evidence for each domain can be found in the School Improvement Tool Literature Review