Strengthening internal quality assurance processes: facilitating student evaluation committees to contribute

Student evaluation committees play a crucial role in internal quality assurance processes as representatives of the student body. However, the students on these committees sometimes experience difficulty in providing constructive and structured feedback to faculty in an environment characterised by a strong power differential between student and staff. This study aimed to evaluate a leadership and quality assurance training implemented for students involved in internal quality assurance. Furthermore, we explored how students give shape to their internal quality assurance role. Students from three health sciences programmes participated in a mixed methods study to evaluate the training and reflect on their internal quality assurance role. Overall, the students were very enthusiastic about the training. Qualitative data analysis indicated that in their internal quality assurance role, students: (1) harnessed the power of the entire student population; (2) tried to create focus and take charge; (3) searched for a common ground with staff, and (4) they explained how they dealt with the power differential. Providing training for students with internal quality assurance roles is a valuable endeavour. Future research needs to investigate further ways to help students to contribute to internal quality assurance processes in higher education.     

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.     

The Collage Workshop: Exploring the Image as Argumentative Tool

This article describes a pedagogical approach to collage based on the work of art historians John Berger (1926–2017) and Aby Warburg (1866–1929). Its aim is to understand how images can be used to develop critical visual thinking skills within the context of architectural education and architectural theory in particular. Drawing on the notions of ‘visual literacy’ and ‘visual learning’ familiar from educational theory, the article proposes collage as a means to challenge the predominantly verbal modes of assessment prevalent in contextual and critical studies, where ‘contextual’ refers to the wider contexts (cultural, social, historical, theoretical) within which architecture is situated. The Collage Workshop, which the author has developed over the last five years whilst working closely with students at both undergraduate and postgraduate level, is a concrete attempt to implement visually oriented forms of learning and reduce the reliance on written assignments across the curriculum. By analysing some examples of collages produced by students who participated in the workshop, the article hopes to show how images can be used in the construction of an argument and, perhaps more crucially, how seeing assumes meaning in an image‐saturated world.     

Designing the Internet of Things for learning environmentally responsible behaviour

We present two designs in the area of the Internet of Things, utilizing the ontology-driven Smart Objects For Intelligent Applications (SOFIA) Interoperability Platform (IOP). The IOP connects domestic objects in the physical world to the information world, allowing for coaching the behaviour of, or raising awareness in, domestic energy consumption. The concept and architecture of the SOFIA IOP is introduced, in which the domestic objects are knowledge processors connected to a semantic information broker. This broker, using a blackboard design pattern, ontologies, and semantic web technologies, enables interoperability among both digital and physical entities. The two designs based on the SOFIA IOP are presented as examples for coaching with and learning from the Internet of Things. Although both designs are in the area of domestic energy consumption, they can be seen as good starting points towards broader areas of ubiquitous learning enabled by the Internet of Things.     

Comparing BSEM and EUPD Estimates for Two-Group SB-MTMM Experiments

In 2018, two different approaches have been suggested to solve the estimation problems that have been detected during the analysis of the data of the two-group split ballot multi-trait multi-method (SB-MTMM experiments performed in many countries between 2002 and 2010 in the European Social Survey). One group suggested using the Bayesian estimation. The other group suggested a new estimation procedure (EUPD) that makes use of the pooled data across the different countries. In this note, we present a comparison of the results of the two approaches on the same generated data, which are comparable with the data that created problems in the ESS.     

Stability of three‐wave simplex estimates of reliability

In this article 2 major problems of using the three‐wave quasi simplex model to obtain reliability estimates are illustrated. The 1st problem is that the sampling variance of the reliability estimates can be very large, especially if the stability through time is low. The 2nd problem is that, for the reliability parameter to be identified, the model assumes a particular change process, namely a Markov process. We show that minor violations of this assumption can lead to a large bias in the reliability estimates. The problems are evaluated using both real and Monte Carlo data. A model with repeated measurements in 1 of the waves is also discussed.     

Reassessing the Effect of Survey Characteristics on Common Method Bias in Emotional and Social Intelligence Competencies Assessment

Since the idea of method variance was inspired by D. T. Campbell and Fiske in 1959, many papers have demonstrated an ongoing debate about both its nature and impact. Often, method variance entails an upward bias in correlations among observed variables—common method bias. This article reports a split-ballot multitrait–multimethod experimental design for estimating 2 opposite biases: the upward biasing method variance from the reaction to the length of the response scale and the position of the survey items in the questionnaire and the downward biasing effect of poor data quality. The data are derived from self-reported behavior related to emotional and social competencies. This article illustrates a methodology to estimate common method bias and its components: common method scale variance, common method occasion variance, and the attenuation effect due to measurement errors. The results show that common method variance has a much smaller impact than random and systematic measurement errors. The results also corroborate previous findings: the greater reliability of longer scales and the lower reliability of items placed toward the end of the survey.     

A Review of Engagement with Creativity and Creative Design Processes for Visual Communication Design (VCD) Learning in China

Understanding the enigma of how learners from the Peoples Republic of China enact and engage with creativity and creative design processes can be problematic for VCD educators. Central to the concerns are questions which relate to the relevance of Western creative and creative design process definitions, explanations and models. This review provides an overview and analysis of the literature in this area. Findings indicate challenges attributed to a dearth of empirical evidence from the Asian region. However, a number of studies were found, which enabled learner engagement with creative design process models. Such models may help illuminate complex pictures of learners’ interactions, artefacts, social, cultural and historic forces. The review highlights issues and common areas upon which to build and prompts theoretical and methodological approaches for future creative design process research.