Formative peer assessment in a CSCL environment: a case study

In this case study our aim was to gain more insight in the possibilities of qualitative formative peer assessment in a computer supported collaborative learning (CSCL) environment. An approach was chosen in which peer assessment was operationalized in assessment assignments and assessment tools that were embedded in the course material. The course concerned a higher education case‐based virtual seminar, in which students were asked to conduct research and write a report in small multidisciplinary teams. The assessment assignments contained the discussion of assessment criteria, the assessment of a group report of a fellow group and writing an assessment report. A list of feedback rules was one of the assessment tools. A qualitative oriented study was conducted, focusing on the attitude of students towards peer assessment and practical use of peer assessment assignments and tools. Results showed that students’ attitude towards peer assessment was positive and that assessment assignments had added value. However, not all students fulfilled all assessment assignments. Recommendations for implementation of peer assessment in CSCL environments as well as suggestions for future research are discussed.     

Evolution of human parenting: Canalization,new types of learning,and mother-infant conflict

Human infancy is the mammalian extreme of an evolutionary trend towards a long, drawn-out life history. An extreme form of parental care and investment co-evolved. This is a drain on the mother’s resources and, consequently, a conflict results between the interests of the mother and the infant. It is in the interest of the mother to reduce her care as soon as possible. This is not done all at once, but in steps. The timing of these steps is dictated by the highly canalized infant development. Every time a new type of learning (preadapted responsiveness to certain learning opportunities) emerges in the infant, the mother withholds a related type of privilege/care. Consequently, mother-infant conflict results, until the infant gives in and reaches a new level of independence. Mother’s behaviour in a conflict period is of paramount importance: on the one hand it is mother’s role to sense the infant’s new educability and to (force) teach it how to use the newly emerged abilities it might not, or not fully, have used otherwise. On the other hand, mother-infant conflict may escalate and become pathogenic. Mother is bound to stay within limits dictated by the canalized abilities and interests of the infant. A deepened knowledge of the new types of learning is helpful in education during infancy. Control Systems Theory (CST) is useful in understanding the new types of learning and in bringing order in many new infant developments in various functional domains.     

Language in Social Science Databases: English Versus Non-English Articles in JSTOR and Scopus

This article examines social science language trends in scholarly communication by looking at JSTOR and Scopus bibliographic data between 1996 and 2012. The results reveal that these two databases contain nearly 90 percent English-language publications. According to our analysis, Scopus continues to add more non-English peer-reviewed content while JSTOR totals are declining. To frame this discussion, the data are considered with reference to larger scholarly communication trends in the sciences, social sciences, and humanities. This study will be relevant for librarians who are interested in non-English scholarly publishing and collection development.     

Feedback providing improvement strategies and reflection on feedback use: Effects on students’ writing motivation, process, and performance

This study investigated the effects of feedback providing improvement strategies and a reflection assignment on students’ writing motivation, process, and performance. Students in the experimental feedback condition (n = 41) received feedback including improvement strategies, whereas students in the control feedback condition (n = 41) received feedback without improvement strategies. Within each feedback condition, half of the students received a reflection assignment on feedback use and the revision (experimental reflection condition), while the other half received a reflection assignment on feedback perception (control reflection condition). Results indicated that in the experimental feedback condition writing performance gained from the control reflection assignment, while in the control feedback condition it gained from the experimental reflection assignment. Improvement strategies negatively predicted self-efficacy beliefs, especially when initial self-efficacy beliefs were low, and positively predicted planning/revising. Reflections on feedback use and the revision positively predicted mastery goal when mastery goal initially was low or moderate.     

印度服装——生活方式的美丽代表

印度沉淀了丰富的文化习俗,而它的服装富含弹性和多样性,这点显而易见。尽管最初只有国家中的某些社会阶层或地区的人士穿着,但最终全印度的国民都接受并喜欢上了这种服装：它叫“旁遮普服”,由宽松的裤子和长衬衫组合而成,西方人常常把它与一种穆斯林裙子相混淆。     

The effects of high resistance–few repetitions and low resistance–high repetitions resistance training on climbing performance

The aim of the study was to compare the effects of different strength training intensities on climbing performance, climbing-specific tests and a general strength test. Thirty lower grade and intermediate-level climbers participated in a 10-week training programme. The participants were randomized into three groups: high resistance–few repetitions training groups (HR-FR), low resistance–high repetitions training groups (LR-HR) and a control group (CON) which continued climbing/training as usual. Post-testing results demonstrated statistical tendencies for climbing performance improvements in the HR-FR and LR-HR (p?=?0.088–0.090, effect size?=?0.55–0.73), but no differences were observed between the groups (p?=?0.950). For the climbing-specific tests, no differences were observed between the groups (p?=?0.507–1.000), but the HR-FR and LR-HR improved their time in both Dead-hang (p?=?0.004–0.026) and Bent-arm hang (p?<?0.001–0.002). The HR-FR and LR-HR improved their 12RM strength in pull-down (p?≤?0.001), but not the CON group (p?=?0.250). No differences were observed in the CON group in any of the tests (p?=?0.190–0.596) with the exception of improvement in Bent-arm Hang (p?=?0.018). The training groups reduced their climbing sessions during the intervention compared to the CON group (p?=?0.057–0.074). In conclusion, HR-FR and LR-HR training programmes demonstrated an 11% and 12% non-significant improvement in climbing performance despite a 50% reduction in climbing sessions, but improved the results in strength and climbing-specific tests. None of the training intensities was superior compared to the others.     

Students’ use of a rubric for research theses

A rubric for research theses was developed, based on the manual of the American Psychological Association, to be used as an assessment tool for teachers and students. The aim was to make students aware of what is expected, get familiar with criteria, and interpret teacher and peer feedback. In two studies, it was examined whether students use and value these functions. In the first study, a rubric was provided to 105 Educational Sciences students working on their bachelor’s thesis. Questionnaire data indicated that students did value the rubric for the intended functions, although rubric use was not related to ability. In a panel interview, teachers stated that the number of proficiency levels should be increased to be able to distinguish between good and excellent students adequately, and that a criterion concerning student’s role during supervision should be added. Therefore, in the second study, 11 teachers were interviewed about their motives to give high grades and about the supervision process. This lead to an extra criterion concerning student’s role during supervision and an additional proficiency level to assess excellent performance. It is argued that an adequate course organisation is conditional for the rubric’s effectiveness.     

The effects of changeover delays of fixed or variable duration on concurrent variable-interval performance in pigeons

The effects of changeover delays of fixed or variable duration on concurrent variable-interval performance in pigeons were investigated in a series of three experiments. Experiment 1 compared the effects of a fixed, variable, or variable signaled changeover delay on interchangeover times and responding during and after the changeover delay. The duration of the changeover delays was systematically varied in Experiment 2, and the relative reinforcement frequencies were manipulated in Experiment 3. Interchangeover times were found to be shorter when changeover delays of variable duration were compared with those of fixed duration. Changeover delays of fixed duration produced higher response rates during the changeover delay than after the changeover delay had elapsed; changeover delays of variable duration produced such differences to a lesser extent. It was concluded that the changeover delay in concurrent variable-interval schedules of reinforcement functionally acts as a delay period to the next opportunity for reinforcement, possibly serving as a conditioned reinforcer for the behavior preceding it (the interchangeover time) and as a discriminative stimulus for the behavior in its presence (response rates during the delay).     

Primary school pupils’ performances in understanding historical time

This study focuses on the development of the understanding of historical time of pupils in primary school. We present a developmental model with three stages: emergent, initial and continued understanding of historical time. Based on this model, we constructed an instrument to measure how pupils aged 6–12 perform. The participants were 1457 pupils from 7 Dutch primary schools. The analysis of the data showed that in all three stages pupils in higher grades significantly outperformed pupils in lower grades and that pupils’ performances were influenced by the variables gender and parents’ education. In all grades, there seemed to be room for improvement, especially in the lower grades (ages 6–9) where pupils have hardly had any teaching on the understanding of historical time. However, in the higher grades as well (ages 10–12), pupils could improve on the level of continued understanding of historical time.