The quality of peer assessment in a wiki-based online context: a qualitative study

Peer assessment (PA) provides opportunities for authentic assessment, autonomy and collaboration. Several authors advocate that students can benefit from PA and put forward the effects of PA on the students’ learning outcomes. Questions concerning the validity and reliability of PA and PA competences are also addressed by different researchers. This qualitative study is part of a wider project that seeks to develop and test evaluation and assessment strategies in online contexts. In a doctoral module, PA was used for summative and formative purposes. Formative PA aimed to give feedback about the ongoing group work, but also to increase online interaction between the different groups of students. The main module task was to write a literature review, about a selected topic, using a wiki. Criteria and indicators to assess the literature review were negotiated with the students. Different criteria were used to assess the quality of PA, such as, the use of the negotiated criteria, the adequacy of the chosen vocabulary or the provision of constructive feedback. The results show that overall the quality of PA can be improved. Groups did not provide sufficient criticism, questions and suggestions for improvement.     

The Generalizability of Students’ Interests in Biology Across Gender, Country and Religion

In order to bridge the existing gap between biology curricula and students’ interests in biology, a strategy for identifying students’ interest based on their questions and integrating them into the curriculum was developed. To characterize the level of generalizability of students’ science interests over 600 high school students from Portugal, Turkey, England and Israel, who chose biology as an advanced subject, their interest level was ranked in 36 questions that were originally raised by Israeli students. Results indicate that students from four different countries show interest in similar science questions. The most intriguing questions were the ones that dealt with human health and new developments in reproduction and genetics. Religious affiliation had the strongest effect on students’ interest level, followed by national affiliation and gender. The findings suggest that students’ interest in one context is relevant to the development of interest-based learning materials in a different context. However, despite these similarities, cultural and sociological differences need to be taken into account.     

Assessing collaborative work in a higher education blended learning context: strategies and students’ perceptions

This study examines students' views on a blended learning module developed and offered at the University of Aveiro. The paper presents the module and the strategies, tools, activities and assessment. In order to examine the effectiveness of the module, data were collected from reflections, postings and questionnaires. Findings document students’ opinions concerning the module, the activities and their learning. Students valued the module but expressed concerns in using the wiki tool, assessing collaborative work and in engaging in peer assessment activities. The results have practical implications for the design of collaborative activities and innovative assessment in blended learning environments.

Bewertung kollaborativer Arbeit in einem gemischten Hochschulbildungs‐Lernkontext: Strategien und Wahrnehmungen der Studenten

Diese Studie untersucht die Ansichten von Studenten auf einem gemischten Lern‐Modul, entwickelt und angeboten von der Universität Aveiro. Das Papier stellt das Modul und die Strategien, Tools, Aktivitäten und Bewertung vor. Um die Wirksamkeit des Moduls zu untersuchen, wurden die Daten von Reflexionen, Notizen und Fragebögen gesammelt. Die Ergebnisse dokumentieren die Meinungen über das Modul, ihre Aktivitäten und ihr Lernen. Studenten schätzten das Modul hatten aber Bedenken beim Wiki‐Tool, bezüglich des kooperativen Arbeitens, Bewertungen und Peer‐Bewertungs‐Aktivitäten. Die Ergebnisse haben praktische Folgen für das Design gemeinsamer Aktivitäten und innovative Bewertungen ?gemischter Lernumgebungen”.

L’évaluation du travail collaboratif dans un contexte d’enseignement universitaire mixte: le strategies et les perceptions des étudiants

La présente étude examine les opinions des étudiants sur un module d’apprentissage mixte (blended) mis au point et assuré à l’Université d’Aveiro. Cet article présente le module et les stratégies, les outils, les activités et l’évaluation. Pour déterminer l’efficacité de ce module, on a rassemblé des données à partir des réflexions, des envois et des questionnaires. Les éléments recueillis illustrent les opinions des étudiants à propos du module, des activités et de ce qu’ils ont appris. Les étudiants ont apprécié le module mais exprimé leur inquiétude quant à l’usage de l’outil wiki, de l’évaluation du travail collaboratif et de l’engagement dans des activités d’évaluation de leurs camarades. Ces résultats ont des retombées pratiques pour la conception des activités collaboratives et d’un mode d’évaluation innovant dans des environnements d’apprentissage mixte.

La evaluación del trabajo colaborativo dentro de un entorno de aprendizaje mixto (Blended Learning) en la enseñanza superior: estrategias y percepciones de los estudiantes

El presente estudio examina las opiniones de los estudiantes acerca de un módulo de aprendizaje mixto desarrollado y propuesto por la Universidad de Aveiro. El artículo presenta el módulo y las estrategías, herramientas, actividades y evaluación. Para determinar la eficacia del módulo se hizo una recogida de datos, basandose en reflexiones, mensajes y cuestionarios. Los resultados ilustran las opinones de los estudiantes acerca del módulo, de las actividades y de lo que han aprendido.Los estudiantes valoran el módulo pero expresaron su preocupación acerca del uso de la herramienta wiki, de la evaluación del trabajo cooperativo y de la dedicación a actividades de evaluación mutual. Esos resultados conllevan consecuencias prácticas para el diseño de actividades cooperativas y la evaluación innovadora en entornos de aprendizaje mixto.     

The influence of content organization on student's cognitive structure in thermodynamics

Two different approaches to the content of thermodynamics were used in an introductory college physics course: one was the traditional organization found in most textbooks on the subject, the other was based on the learning theory of David Ausubel. The influence of these different content organizations on the student's cognitive structure was investigated using a word association test which was analysed through hierarchical clustering analysis. Research findings suggest that the approach based on Ausubel's theory influences the student's cognitive structure in such a way that their conceptual hierarchies are more coherent with the basic laws and the conceptual structure of the subject matter.     

Nutritional intake of elite football referees

Abstract

There is a paucity of dietary data in football referees. In this study, 23 elite main and assistant referees (34.4 ± 5.6 years) completed a 7-day dietary record during the competitive season. No nutritional intake differences were observed between main and assistant referees. Referees’ mean daily energy intake (DEI) was 2819 ± 279 kcal. The intake of proteins (1.7 ± 0.2 g · kg^?1), carbohydrates (4.1 ± 0.8 g · kg^?1) and fats (1.4 ± 0.2 g · kg^?1) represented, respectively, 18.4 ± 1.5%, 44.4 ± 4.4% and 34.6 ± 4.1% of the DEI. Carbohydrate intakes before, during and after exercise were 66 ± 42, 7 ± 15 and 120 ± 62 g. Daily carbohydrate, fibre, polyunsaturated fat and water intakes were below recommendations, while fat, saturated fat, cholesterol and sodium intakes were above recommended values. The prevalence of inadequate intake was high for vitamin E (96%), folate (74%), vitamin A (61%), vitamin C (39%), magnesium (26%) and calcium (22%). Carbohydrate intake before, during and after exercise were far from achieving the minimum recommended values. Most referees demonstrated a negligent behaviour of hydration during exercise. Referees would benefit from dietary education in order to optimise performance and health.     

Specificities of the artistic cultural labor market in Brazilian metropolitan regions between 2002 and 2010

This paper analyzes the singularity of artistic cultural sector workers in the Brazilian metropolitan labor market, considering the job satisfaction of artists that Throsby proposes in his work preference model of artist behavior (1994). We also examine the effect of public expenditures on the income of workers in the cultural sector. Using 2002 to 2010 data from the Monthly Employment Survey (PME) and administrative records from Finance of Brazil (FINBRA), we estimate a probit model and a wage equation. In our model, we estimate wages as a function of: (1) sociodemographic characteristics of workers, (2) a variable for informal jobs, (3) the number of working hours, (4) a variable for the worker having another job, (5) per capita expenditures on culture interacted with a dummy for artistic cultural workers, (6) interactive binary variables involving place of residence and artistic cultural workers and (7) the predicted probability obtained by the probit model. This probability is estimated based on the likelihood of working in a creative activity, considering both workers from the cultural sector and other workers, controlled by: (1) sociodemographic characteristics of workers, (2) characteristics of their jobs, (3) dummies for the metropolitan regions and (4) willingness of creative workers to work additional hours interacted with the number of hours worked. Our results show that workers in the cultural sector are likely to work longer hours when compared to workers in other sectors. For our wage equation, the results suggest that women earn relatively less than men and blacks earn less than whites. Furthermore, earnings increase with age and the level of education. Formal workers obtain higher earnings when compared to informal ones. Finally, an increase in the per capita public expenditure on the cultural sector raises the income of workers in artistic cultural occupations.     

Student–teacher closeness and conflict in students with and without special educational needs

Teachers play a key role in creating effective conditions for students to succeed in school. The quality of student–teacher relationships is consistently associated with social, emotional, behavioural and academic adjustment, and this is even more relevant for students with special educational needs (SEN), considering these students’ emotional, social and learning vulnerabilities. This study aimed to examine the associations between students’ externalising and internalising behaviour, social skills and academic performance, and teachers’ perceptions of conflict and closeness in their relationships with students with and without SEN. Data regarding 360 students in Year 3, Year 5 and Year 7 (169 students with SEN) were collected. Teachers (n = 74) reported on the student–teacher relationship and students’ social skills, behaviour problems and academic performance. Special education teachers (n = 38) provided information regarding the diagnosis and profile of functioning of students with SEN. Results showed that teachers’ reports of students’ social skills and externalising problems were the strongest predictors of closeness and conflict. Internalising problems and SEN status also predicted decreased closeness, despite smaller effects. Taken together, findings support the importance of professional development opportunities focusing on facilitating teachers’ relationships with students with perceived challenging behaviour.     

Fighting for excellence: the case of the Federal University of Pelotas

This paper investigates the implementation and evaluation of quality management systems within the higher education sector in Brazil. It is based on Institutional and Neo Institutional theories and presents the case of the Federal University of Pelotas, to discuss higher education institutions’ options in a context of wide and complex environmental changes.     

The role of students’ questions in aligning teaching,learning and assessment: a case study from undergraduate sciences

The quality of teaching and learning has been one of the major concerns of foundation chemistry disciplines for science and engineering undergraduates at the University of Aveiro, Portugal. Student‐centred approaches are being continuously developed, exploring ways of stimulating active and meaningful student learning by encouraging questioning by students. The development of questioning competences is regarded as fundamental, particularly in science education. In order to reinforce adequate alignment with teaching strategies, a new assessment method was implemented during the academic year of 2004–2005. This study is mainly aimed at exploring the use and integration of students’ questions as alternative assessment tools. Written formative and summative problem‐based cases were designed for these purposes. The questions raised by students during those assignments were analysed according to their cognitive level, relationship and orientation to the problem posed, herein considered to be quality indicators for learners’ questions. The findings suggest a deep engagement of students within these situations along the year, supporting the use of these alternative assessment tools as a way of fostering students’ questioning capability. Results also reveal that it is possible to achieve, with students’ questions placed at the centre of these processes, alignment between teaching, learning and assessment.