Assessment co-creation: an exploratory analysis of opportunities and challenges based on student and instructor perspectives

In recent years, research and practice focused on academics and students working in partnership to co-design learning and teaching in higher education has increased [Deeley and Bovill 2017. ‘Staff student partnership in assessment: enhancing assessment literacy through democratic practices.’ Assessment & Evaluation in Higher Education 42 (3): 463–477. doi:10.1080/02602938.2015.1126551]. Student generation of content has been advocated as a means of fostering deep learning and high levels of students engagement, leading to enhanced conceptual understanding [Draper 2009. ‘Catalytic Assessment: Understanding how MCQs and EVS can Foster Deep Learning.’ British Journal of Educational Technology 40 (2): 285–293.]. However, within the discourse exploring staff-student co-creation, some concerns have been raised about whether students ought to, or indeed can, meaningfully act as partners in assessment [Cook-Sather, Bovill, and Felten 2014. Engaging Students as Partners in Learning and Teaching. San Francisco, CA: Jossey Bass.]. This paper describes the introduction of a co-creation assignment into an undergraduate tax module. Students’ and instructors’ perceptions of several aspects of the assignment were examined, facilitating the cataloguing and elucidation of the tensions involved in assessment co-creation. The paper suggests techniques to manage these challenges effectively, thereby providing a case study for others with an interest in implementing assessment co-creation within their own disciplinary context.     

Measuring change in career counseling: Validation of the <Emphasis Type="Italic">Career Futures Inventory</Emphasis>-<Emphasis Type="Italic">Revised</Emphasis>

This retrospective chart review study examined the factor structure of the Career Futures Inventory-Revised (CFI-R; Rottinghaus et al. in J Career Assess 20:123–139, 2012) and its utility as a career counseling outcome measure using a sample of 332 clients from a university career center. The CFI-R examines career agency and other career adaptability dimensions germane to clients’ career concerns. Confirmatory factor analysis results supported the proposed factor structure. Changes in CFI-R scale scores are reported for 116 clients who received counseling. The use of the CFI-R as an effectiveness outcome measure for individual, group, and classroom career interventions is addressed.     

Assessment of Student Performance: a framework for improving practice

Assessment of student performance and the evaluation of courses and teaching are critical elements in the teaching‐learning environment and are central to each higher education institution's mission of preparing students for the future. There are increasing internal and external pressures for institutions to review and improve their practice in this area. While a vast knowledge‐base exists to inform good practice in assessment of student performance, change in practice seems to be slow. A framework for improving assessment practice, based on a simple quality management model, is provided as are some examples which illustrate application of the model/framework. Some suggestions are also made about support mechanisms and resources required for effecting significant improvement to practice.     

Dietary and non-dietary correlates of gastrointestinal distress during the cycle and run of a triathlon

The purpose of this investigation was to assess whether pre-race dietary and non-dietary factors were associated with gastrointestinal (GI) distress during the cycle and run of a 70.3-mile triathlon. Fifty three participants recorded dietary details the day before and morning of the triathlon and retrospectively reported GI symptoms from the cycle and run. Occurrence and severity of nausea, regurgitation and fullness were combined into an upper GI (UGI) category, while lower abdominal cramps, flatulence and urge to defecate were combined into a lower GI (LGI) category. Spearman's rho coefficients were used to examine whether UGI and LGI were associated with: (1) pre-race diet (kilocalories, carbohydrate, fibre, fat, protein, caffeine); and (2) non-dietary factors (age, body mass index, experience, weight change, GI distress history, finishing time). Of non-dietary factors, only a history of GI distress showed significant associations with GI symptoms during the triathlon (ρ = .32–.36; P < .05). Morning kilocalorie (ρ = .28, P = .04) and carbohydrate (ρ = .36, P < .01) intakes were modestly, positively associated with UGI during the cycle, while morning caffeine intake (ρ = .30, P = .03) showed a modest positive association with LGI during the run. The associations between diet and GI distress variables remained significant after adjusting for non-dietary factors. Competitors of 70.3-mile triathlons should carefully weigh the benefits of higher race-morning energy, carbohydrate and caffeine intakes against their potential to increase GI distress.     

Effekte eines Tanz- und eines Gesundheitssporttrainings auf die graue Hirnsubstanz gesunder Senioren

Due to the demographic change and an aging society more research is nowadays dedicated to geriatric problems and questions. Aging is associated with a loss of grey matter volume in the brain and often leads to neurodegenerative diseases. Physical and cognitive activities have been shown to improve brain plasticity whereby the combination of both seems to be most effective. We hypothesized that dancing could be an ideal intervention because it combines exercise, cognitive, coordination and emotional features. In this study 26 healthy senior citizens (63–80 years old) were randomized into a dancing group (n = 14) or a physical exercise group (n = 12). After 18 months the dancing group showed increased grey matter volumes, especially in the frontal and temporal regions including the gyrus parahippocampalis and the precentral gyrus. The physical exercise group showed grey matter volume increases only in subcortical regions. Our results suggest that dancing is more effective in inducing neuroplasticity in regions normally affected by aging than classical repetitive fitness training. We assume this to be related to the multimodal nature of dancing, which combines exercise, cognitive and coordination features. These findings demonstrate for the first time in a longitudinal study the positive effects of dancing programs for the prevention of volume loss of grey matter and neurodegenerative diseases in the elderly.     

Complex perceptions of identity: the experiences of student combat veterans in community college

This qualitative study illustrates how complex perceptions of identity influence the community college experience for student veterans who have been in combat, creating barriers to their overall persistence. The collective experiences of student combat veterans at two community colleges in northwestern Massachusetts are presented, and a Combat Veteran Conceptual Identity Model to illustrate the ongoing negotiation of identity combat veterans experience while in college is introduced. Notable implications for future research and practice in Student Affairs are discussed.     

Past,present, and future: Trajectories in Kittler studies

Following his death in 2011, there has been a spate of publications on the work of Friedrich Kittler. This review essay discusses The Truth of the Technological World (2013), Kittler Now: Current Perspectives in Kittler Studies (2015), and Media After Kittler (2015). These three recently published collections feature essays that cover the history of Kittler’s writing, and trace out the debates about the significance of technical operation to the effects of media. Most importantly, the exegetical essays in these volumes signal a shift from earlier efforts to introduce Kittler’s writings towards a more robust conceptualization of how his work might benefit English-language theorizations of the contemporary media situation.     

Mothers' protection of their children after discovering they have been sexually abused: an information-processing perspective

OBJECTIVE: The purpose of this study was to understand why some non-offending mothers did not protect their children consistently after they knew they were sexually abused. METHODS: The sample included 85 mothers who were involved with child protective services: 48 mothers who protected their children consistently were compared to 37 mothers who did not. RESULTS: Several variables explained 47% of the variance in the multivariate analysis. If the mother did not ask the abuser whether the abuse occurred, attributed responsibility to the abuser, believed consistently that the abuse occurred, and was not a victim of domestic violence, then she was more likely to protect her child consistently. CONCLUSIONS: Some maternal characteristics believed to affect protectiveness, such as mothers' mental health and substance abuse, were not related to whether they protected their children consistently, whereas other variables, such as domestic violence, were. Researchers need to continue to examine these and other variables simultaneously, so that practitioners can better understand which children are most likely to receive inadequate protection. PRACTICE IMPLICATIONS: Practitioners should ask mothers whether they believe the abusers' behavior was sexual and abusive. If mothers do not perceive sexual abuse, then they will not believe abuse occurred or attribute responsibility to the abusers. Helping mothers understand the nature of sexual abuse may change their beliefs and attributions. If the abuser is the mother's partner and he has physically assaulted her, practitioners need to assess her willingness and ability, with adequate services and support, to restrict his access to her child.