Evaluating the effects of team-skills training on subjective workload

This study evaluated the impact of a team-skills training intervention on students’ subjective experience of workload when working in collaborative groups. Three cohorts of students (N = 295) taking an undergraduate degree unit were compared across three successive years, in which presence or absence of training was varied. Students in trained groups reported lower levels of subjective workload than those in untrained groups and also performed better across a range of academic exercises. This effect was moderated by whether students were regrouped half-way through the academic year. Results are discussed in terms of theories of team-skill acquisition and issues in skill transferability caused by regrouping.     

Student ideas about weathering and erosion

Abstract

This paper provides an overview and discussion of a study concerning student ideas about the terms ‘weathering’ and ‘erosion’. It describes the results of a survey conducted on 236 students, aged 16‐19, to ascertain details of their ideas about these two terms. The main factor students use to discriminate between weathering and erosion is movement. A majority of students appreciate that weathering occurs in situ, whereas erosion involves transport. Many students regard weathering as solely related to atmospheric elements, which results in some erosional and weathering processes being incorrectly classified. Human actions are perceived as types of accelerated erosion, but uncertainty surrounds whether animal activities are bio‐erosion or biological weathering. This uncertainty is also reflected in the literature. Taken collectively the results have a number of implications for teachers addressing these concepts and for the students they teach.     

Globalisation: An annotated bibliography for the readers of Assessment in Education

This paper takes the form of an annotated bibliography providing a synopsis of the work of some influential writers on globalisation, and presenting an indication of the wide-ranging nature of debate in the field. The selection of works is intended to inform and interest readers with a background in education and assessment.