Feeding forward from summative assessment: the Essay Feedback Checklist as a learning tool

Owing to the increasing diversity of assessments in higher education, feedback should be provided to students in a format that can assist future and alternative work. This study aimed to assess the effectiveness of the Essay Feedback Checklist on future alternative assessments. Participants were assigned to one of two groups, one of which completed the checklist prior to assessment 1 (essay) and received feedback using this method. Attainment on assessment 1 and assessment 2 (examination) were taken as pre- and post-test scores. Results revealed increased assessment scores for the checklist group, compared to those who received conventional feedback. Focus group data indicated that students particularly liked elements of the checklist as a feedback method, but potential drawbacks were also highlighted. Implications and future use of the checklist is then discussed.     

Going deep: Learning from campuses that share responsibility for student success

Nearly two years of intensive research into the daily work of twenty institutions may finally put to rest any doubt that building cross‐campus collaborations to facilitate student success is essential.     

Postal Service

THE U.S. POSTAL SERVICE: STATUS AND PROSPECTS OF A PUBLIC ENTERPRISE by John T. Tierney (Auburn House, 14 Dedham St., Dover, MA 02030—$27.95, ISBN 0-86569-181-9)

MONOPOLY MAIL: PRIVATISING THE U.S. POSTAL SERVICE by Douglas K. Adie (Cato Institute, 224 Second St.SE, Washington, DC 20003—$19.95, ISBN 0-88738-747-0, with a cloth edition available)     

Real or fake? Resources for teaching college students how to identify fake news

Abstract

Fake news has captured the world’s attention. Educational survey research has highlighted the difficulties students and adults have in determining how to identify valid sources. Psychology can help us to understand why it is difficult to distinguish fact from fiction. The authors describe how to identify fake news from digital sources and ways faculty and librarians can teach information literacy skills using the Association of College and Research Libraries (ACRL) Framework, websites, LibGuides, worksheets, and other resources shared in the extensive appendix.     

Acute effects of walking on inflammatory and cardiovascular risk in sedentary post-menopausal women

Abstract

Biochemical markers of inflammation are emerging as new predictors of risk of cardiovascular disease (CVD) and may alter acutely with exercise. Few studies have been conducted on the effects of walking on these markers or whether different walking intensities elicit varied effects. As there is growing interest in modifiable lifestyle factors such as walking to reduce CVD risk, these inflammatory responses warrant investigation. The aim of this study was to compare the effects of walking at 50% versus 70% of predicted maximal heart rate on C-reactive protein (CRP), plasma fibrinogen, and trigylcerides in sedentary post-menopausal women. Twelve post-menopausal women (mean age 58 years, s ± 6; stature 1.62 m, s ± 0.06; body mass 66.8 kg, s ± 6.2) completed two 30-min treadmill walks in a randomized cross-over design. Fasted blood samples were taken (for the determination of plasma fibrinogen, CRP, and lipids) before, immediately after, and 1 and 24 h after exercise. Triglyceride concentrations decreased from pre-exercise to 24 h post exercise at both walking intensities (time×group interaction, P < 0.05). No significant effects were observed for plasma fibrinogen, CRP, total cholesterol, low-density or high-density lipoprotein cholesterol (time x group interaction, P > 0.05). The results of this study suggest that fasting plasma triglycerides are decreased on the morning after 30 min of brisk walking at either 50% or 70% of maximal heart rate (moderate and vigorous intensity).     

Electronic Versus Print Textbooks: The Influence of Textbook Format on University Students’ Self-Regulated Learning Strategies,Motivation, and Text Anxiety

Because a majority of university students do not regularly read course textbooks, a study was conducted to determine if portable electronic textbooks (e-textbooks) would increase university student motivation to read by enhancing cognitive learning strategies and self-regulation of learning. The participants included 538 university students who self-chose to use either a print or e-textbook throughout the semester. The dependent variables self-efficacy, intrinsic value, cognitive strategies, self-regulation, and text anxiety were measured in each of two groups of participants using the Technology Confidences and Attitudes scale and the Motivated Strategies for Learning Questionnaire (MSLQ). The results of a multivariate analysis of variance (MANOVA) analysis indicated that there was a significant difference in the students’ MSLQ scores based on their choice of textbook format. These results imply that students who use e-textbooks are more likely to use cognitive and self-regulation strategies than students who use traditional print textbooks in their courses.     

Validity and participation: implications for school comparison of Australia’s National Assessment Program

The National Assessment Program – Literacy and Numeracy (NAPLAN) in Australia is a series of literacy and numeracy tests that are used for purposes of school comparison. This paper argues that a key question for this use lies in whether or not this is a reasonable, or valid, use of the test data. Using Kane’s argumentative approach to validity, this paper argues that the comparisons of the quality of student achievement made available on the My School Website have low validity due to the lack of regard to rates of participation in schools. In bringing together the literature that addresses the ‘new governance’ of education through testing and an approach to validity that addresses the technical aspects of test score interpretation, with the ethics of how test scores are used and applied, this study identifies validity as an important consideration in comparative analyses of student achievement data. The identification of the need to consider participation in such comparisons through the application of the argumentative approach to validity highlights the contribution of this article not only to the testing field but also to critical policy literature.