Perceptions of Portuguese undergraduate students about assessment: a study in five public universities

This paper draws upon a broader piece of research on assessment in higher education, particularly focusing on issues regarding the fairness and effectiveness of the assessment methods and their implications for the learning process. The perceptions of undergraduate students are analysed taking into account the effectiveness and fairness of both traditional and learner-centred assessment methods, as well their influence on the learning process. In total, 624 students participated in this study in five Portuguese Public Universities in different areas of knowledge and programmes. Data were collected through questionnaires. Findings suggest that assessment is seen as more effective and fairer when it is done through the use of learner-centred assessment methods rather than by traditional assessment (e.g. written tests or exams). The students also claim that they devote more time to study when assessment is performed through learner-centred assessment methods than by traditional ones. The most used assessment methods are written tests and oral presentations in group. However, differences in the programmes were identified as well as differences according to gender. Implications of the findings for assessment and for the teaching and learning process are discussed.     

Assessing rugby place kick performance from initial ball flight kinematics: development,validation and application of a new measure

The appropriate determination of performance outcome is critical when appraising a performer’s technique. Previous studies of rugby place kicking technique have typically assessed performance based on ball velocity, but this is not the sole requirement. Therefore, a mathematical model of rugby place kick ball flight was developed to yield a single measure more representative of true performance. The model, which requires only initial ball flight kinematics, was calibrated and validated using empirical place kick data, and found to predict ball position with a mean error of 4.0% after 22 m of ball flight. The model was then applied to the performances of 33 place kickers. The predicted maximum distance, a single performance measure which accounted for initial ball velocity magnitude and direction, and spin, was determined using the model and was compared against ball velocity magnitude. A moderate association in the rank-order of the kicks between these two measures (ρ = 0.52) revealed that the relative success of the kicks would be assessed differently with each measure. The developed model provides a representative measure of place kick performance that is understandable for coaches, and can be used to predict changes in performance outcome under different ball launch or environmental conditions.     

Predictors of Grade 2 Word Reading and Vocabulary Learning from Grade 1 Variables in Spanish‐Speaking Children: Similarities and Differences

We examined the components of first (L1) and second language (L2) phonological processing that are related to L2 word reading and vocabulary. Spanish‐speaking English learners (EL) were classified as average or low readers in grades 1 and 2. A large number of children who started out as poor readers in first grade became average readers in second grade while vocabulary scores were more stable. Binary logistic regressions examined variables related to classifications of consistently average, consistently low, or improving on reading or vocabulary across grades. Good L2 phonological short‐term memory and phonological awareness scores predicted good reading and vocabulary scores. L1 and L2 measures differentiated consistently good performers from consistently low performers, while only L2 measures differentiated children who improved from children who remained low performers. Children who are EL should be screened on measures of pseudoword repetition and phonological awareness with low scorers being good candidates for receiving extra assistance in acquiring L2 vocabulary and reading. This study suggests measures that can be used to select children who have a greater likelihood of experiencing difficulties in reading and vocabulary.     

Examining the characteristics of student postings that are liked and linked in a CSCL environment

This case study is the first iteration of a large‐scale design‐based research project to improve Pepper, an interactive discussion‐based learning environment. In this phase, we designed and implemented two social features to scaffold positive learner interactivity behaviors: a “Like” button and linking tool. A mixed‐methods approach was used to examine communicative and cognitive characteristics of notes. Additionally, we develop and apply a new metric for cognitive complexity that acknowledges a range of cognitive behavior valuable to a learning community. The findings suggest that the Like and linking functions positively cultivated and sustained interactive behaviors among students, which also led to an increase in the cognitive complexity of student contributions to the online discussion. Suggestions for future iterations of this project are offered.     

Supporting youth to develop environmental citizenship within/against a neoliberal context

What aspects of environmental citizenship do educators need to consider when they are teaching students about their environmental responsibilities within a neoliberal context? In this article, I respond to this question by analyzing the relationship between neoliberalism and environmental citizenship. Neoliberalism situates citizen participation as an individual concern that removes states from responsibility for public goods, such as the environment, while environmental citizenship scholarship runs the risk of promoting a diluted form of environmental engagement similar to that found within neoliberal ideology. This can result in negative consequences for the environment and for environmental participation among citizens. I conclude with a discussion of pedagogic and curricular practices that educators can use to support youth in developing forms of environmental citizenship that actively disrupt neoliberalism’s privatization of responsibility for the environmental commons.     

‘Seeing’ into the past and ‘looking’ forward to the future: visual methods and gender and education research

A small number of attempts have been made to take stock of the field of gender and education, though very few have taken methodology as their explicit focus. We seek to stimulate such discussion in this article by taking stock of the use of visual methods in gender and education research (particularly participatory and image-based methods). We undertake this exercise by looking at the claims researchers have made about the ways in which visual methods have advanced gender and education research, and by examining how these methods have been employed in research. We argue that the visual has become somewhat invisible in accounts of gender and education research. We conclude by considering different ways in which we might develop image-based research in the future.     

Implicit sequence learning is preserved in dyslexic children

This study investigates the implicit sequence learning abilities of dyslexic children using an artificial grammar learning task with an extended exposure period. Twenty children with developmental dyslexia participated in the study and were matched with two control groups—one matched for age and other for reading skills. During 3 days, all participants performed an acquisition task, where they were exposed to colored geometrical forms sequences with an underlying grammatical structure. On the last day, after the acquisition task, participants were tested in a grammaticality classification task. Implicit sequence learning was present in dyslexic children, as well as in both control groups, and no differences between groups were observed. These results suggest that implicit learning deficits per se cannot explain the characteristic reading difficulties of the dyslexics.