Calibrating assessment literacy through benchmarking tasks

Abstract

In calibration tasks students assess exemplar texts using criteria against which their own work will be assessed. Typically, these tasks are used in the context of training for peer assessment. Little research has been conducted on the benefits of calibration tasks, such as benchmarking, as learning opportunities in their own right. This paper examines a dataset from a long-running benchmarking task (～500 students per semester, for four semesters). We investigate the relationship of benchmarking performance to other student outcomes, including ability to self-assess accurately. We show that students who complete the benchmarking perform better, that there is a relationship between benchmarking performance and self-assessment performance, and that students appreciate the support for learning that benchmarking tasks provide. We discuss implications for teaching and learning flagging the potential of calibration tasks as an under-explored tool.     

Assessing the influence of field- and GIS-based inquiry on student attitude and conceptual knowledge in an undergraduate ecology lab

Combining field experience with use of information technology has the potential to create a problem-based learning environment that engages learners in authentic scientific inquiry. This study, conducted over a 2-yr period, determined differences in attitudes and conceptual knowledge between students in a field lab and students with combined field and geographic information systems (GIS) experience. All students used radio-telemetry equipment to locate fox squirrels, while one group of students was provided an additional data set in a GIS to visualize and quantify squirrel locations. Pre/postsurveys and tests revealed that attitudes improved in year 1 for both groups of students, but differences were minimal between groups. Attitudes generally declined in year 2 due to a change in the authenticity of the field experience; however, attitudes for students that used GIS declined less than those with field experience only. Conceptual knowledge also increased for both groups in both years. The field-based nature of this lab likely had a greater influence on student attitude and conceptual knowledge than did the use of GIS. Although significant differences were limited, GIS did not negatively impact student attitude or conceptual knowledge but potentially provided other benefits to learners.     

Assessing Teachers’ Beliefs about Literacy Acquisition: the Development of the Teachers’ Beliefs About Literacy Questionnaire (TBALQ)

In this article the authors describe the development of an instrument to measure change in teachers’ beliefs about how children acquire early literacy skills and how these skills should be taught. The questionnaire was originally designed for use in the evaluation of affective outcomes for teachers from literacy inservice training and development programmes. The content of the questionnaire has also proved to be of value as a focus for discussion in school staff meetings. Information is provided here on the design, development, validity and reliability of the instrument. The authors invite comment and feedback from researchers who may use the scale. The instrument may be particularly useful in countries where teachers’ beliefs and practices have been influenced to varying degrees by the ‘whole language’ versus ‘skills-based instruction’ debate.     

Development of a fulcrum methodology to replicate the lateral ankle sprain mechanism and measure dynamic inversion speed

When the ankle is forced into inversion, the speed at which this movement occurs may affect the extent of injury. The purpose of this investigation was to develop a fulcrum device to mimic the mechanism of a lateral ankle sprain and to determine the reliability and validity of the temporal variables produced by this device. Additionally, this device was used to determine if a single previous lateral ankle sprain or ankle taping effected the time to maximum inversion and/or mean inversion speed. Twenty-six participants (13 with history of a single lateral ankle sprain and 13 with no history of injury) completed the testing. The participants completed testing on three separate days, performing 10 trials with the fulcrum per leg on each testing day, and tape was applied to both ankles on one testing day. No significant interactions or main effects were found for either previous injury or ankle taping, but good reliability was found for time to maximum inversion (ICC = .81) and mean inversion speed (ICC = .79). The findings suggest that although neither variable was influenced by the history of a single previous lateral ankle sprain or ankle taping, both variables demonstrated good reliability and construct validity, but not discriminative validity.     

Cataloging in a Remote Location: A Case Study of International Collaboration in the Galapagos Islands

The Corley Smith Library is a small, special library located at the Charles Darwin Research Station in the Galapagos Islands. Currently, the library is managed by international volunteer librarians in collaboration with Station staff and local volunteers. Recently the library migrated its online public access catalog to Koha. We describe the process of selecting an open-source integrated library system and implementing Koha. Cataloging in this remote location presents challenges related to technology, staff expertise, language, local practices, and obtaining supplies. We define the strategies to address these issues, including long-term goals of copy cataloging with Z39.50 and remote cataloging by volunteer librarians.