Development of an aerobic capacity prediction model from one-mile run/walk performance in adolescents aged 13–16 years

A popular algorithm to predict VO_2Peak from the one-mile run/walk test (1MRW) includes body mass index (BMI), which manifests practical issues in school settings. The purpose of this study was to develop an aerobic capacity model from 1MRW in adolescents independent of BMI. Cardiorespiratory endurance data were collected on 90 adolescents aged 13–16 years. The 1MRW was administered on an outside track and a laboratory VO_2Peak test was conducted using a maximal treadmill protocol. Multiple linear regression was employed to develop the prediction model. Results yielded the following algorithm: VO_2Peak = 7.34 × (1MRW speed in m s^?1) + 0.23 × (age × sex) + 17.75. The New Model displayed a multiple correlation and prediction error of R = 0.81, standard error of the estimate = 4.78 ml kg^?1·min^?1, with measured VO_2Peak and good criterion-referenced (CR) agreement into FITNESSGRAM’s Healthy Fitness Zone (Kappa = 0.62; percentage agreement = 84.4%; Φ = 0.62). The New Model was validated using k-fold cross-validation and showed homoscedastic residuals across the range of predicted scores. The omission of BMI did not compromise accuracy of the model. In conclusion, the New Model displayed good predictive accuracy and good CR agreement with measured VO_2Peak in adolescents aged 13–16 years.     

The role of building learning cities in the rejuvenation of Africa

Although Africa has been home to famous ancient cities in the past, its modern conurbation areas are poor living spaces characterised by squalor, poor planning and human misery. The authors of this paper argue that the learning city concept, still almost unknown in Africa, holds enormous potential for redressing the dysfunctional state of things and for guiding future orderly development of African cities. There have been timid attempts at operationalising the learning city concept, for example in the Western Cape (South Africa) between 2004 and 2006, in Gaborone (Botswana) between 2008 and 2010, and in Lagos State (Nigeria) from 2007 onwards. Furthermore, two African governments, namely those of Nigeria (2005) and South Africa (2006), joined the global “Cities Alliance” partnership, which operates a “Cities without slums action plan”. However, many of these projects have not been successful, and the authors of this article identify five factors which have stood in the way of their proper take-off. Based on this analysis, the authors then propose a model for future learning city projects in Africa. It is a process model that uses critical awareness-building promoted by civil society organisations and government and harnesses the pressure of other social dynamics such as ethnic culture clusters. The authors then offer three policy recommendations and conclude by expressing their hope that the learning city concept will take hold and unfold its potential in Africa in the foreseeable future.     

COMPARISON OF PREDICTIVE VALIDITY AND DIAGNOSTIC ACCURACY OF SCREENING MEASURES OF READING SKILLS

Assessment data must be valid for the purpose for which educators use them. Establishing evidence of validity is an ongoing process that must be shared by test developers and test users. This study examined the predictive validity and the diagnostic accuracy of universal screening measures in reading. Scores on three different universal screening tools were compared for nearly 500 second‐ and third‐grade students attending four public schools in a large urban district. Hierarchical regression and receiver operating characteristic curves were used to examine the criterion‐related validity and diagnostic accuracy of students’ oral reading fluency (ORF), Fountas and Pinnell Benchmark Assessment System (BAS) scores, and fall scores from the Measures of Academic Progress for reading (MAP). Results indicated that a combination of all three measures accounted for 65% of the variance in spring MAP scores, whereas a reduced model of ORF and MAP scores predicted 60%. ORF and BAS scores did not meet standards for diagnostic accuracy. Combining the measures improved diagnostic accuracy, depending on how criterion scores were calculated. Implications for practice and future research are discussed.     

Rigour in moderation processes is more important than the choice of method

Processes for moderating assessments are much debated in higher education. The myriad approaches to the task vary in their demands on staff time and expertise, and also in how valid, reliable and fair to students they appear. Medical education, with its diverse range of assessments and assessors across clinical and academic domains presents additional challenges to moderation. The current review focuses on medical education, considering double-marking and benchmarking as two broad classes of moderation procedure, and argues that it is the process more than the type of procedure which is crucial for successful moderation. The advantages and disadvantages of each class of procedure are discussed in the light of our medical school’s current practices, and with respect to the limited empirical evidence within medical education assessment. Consideration of implementation is central to ensuring valid and reliable moderation. The reliability of assessor judgements depends more on the consistency of assessment formats and the application of clear and agreed assessment criteria than on the moderation process itself. This article considers these factors in relation to their impact on the reliability of moderation, and aims to help assessors and students appreciate the diversity of these factors by facilitating their consideration in the assessment process.     

Minimum reading fluency necessary for comprehension among second‐grade students

The current study examined the relationship between oral reading fluency (ORF) and reading comprehension for students in second grade. A total of 84 participants were randomly assigned to one of four conditions that involved reading a grade‐appropriate passage with either 0%, 10%, 20%, or 30% scrambled words and answering subsequent comprehension questions. The correlation coefficient between ORF and the number of comprehension questions correctly answered was r = .54. Receiver operating characteristics were then used to empirically derive a minimum ORF score necessary for comprehension, indicating that when these students read 63 words correct per minute they successfully comprehended what they read. Finally, the diagnostic accuracy of the derived criterion of 63 words read correctly per minute was tested and resulted in overall correct classification of .80. © 2010 Wiley Periodicals, Inc.