Summative and Formative Style Anatomy Practical Examinations: Do They Have Impact on Students’ Performance and Drive for Learning?

Anatomical knowledge is commonly assessed by practical examinations that are often administered in summative format. The format of anatomy practical examination was changed at the Lee Kong Chian School of Medicine in Singapore from summative (graded; must pass) to formative (ungraded; no pass/fail) in academic year (AY) 2017–2018. Both assessment formats were undertaken online, but the formative mode used a team-based learning activity comprising individual and team assessments. This gave an unique opportunity to investigate: (1) the impact of two different online assessment formats on student performance in practical examination; (2) the impact of new formative practical examination on students’ performance in summative examinations; and (3) students’ opinions of these two practical examination formats. The class of 2021 perceptions was obtained as they experienced both formats. A retrospective cohort study was also conducted to analyze the Year 2 students’ performance in anatomy practical and year-end summative examinations of cohorts AY 2015–2016, AY 2016–2017 (summative format), and AY 2017–2018 (formative format). There were no significant differences in students’ performance between two practical examination formats. The cohort who experienced the formative format, performed significantly better in summative examinations (mean ± SD: 82.32 ± 10.22%) compared with the cohort who experienced the summative format (73.77 ± 11.09%) (P < 0.001). Students highlighted positive features of the formative practical examination, including team reinforcement of learning, instant feedback, and enhanced learning. These findings indicate that students continue to study for anatomy practical examination without the need for external drivers. The team-based learning style practical examination enhances students’ performance in summative examinations.     

Aggression toward teachers,interaction with school shooting media,and secondary trauma: Lockdown drills as moderator

The purpose of the present study was first to investigate whether both teacher-reported classroom aggression (ATT) and teachers’ interaction with school shooting media (ISSM) are predictors of teachers’ secondary trauma related to school shootings (STSS) and to second, consider how participation in lockdown drills may moderate these relationships. Two measures were created to understand the levels of aggression teachers report occurs in their classrooms and to understand how teachers interact with media related to school shootings. Both ISSM and ATT were associated with higher levels of STSS. Lockdown drills did not appear to interact with these relationships to either strengthen or weaken them. Considering the importance of teachers’ well-being and how it influences their ability to be effective teachers, continued investigation is warranted.     

Developing and articulating pedagogic principles: A case study of early childhood teacher trainees learning to use pedagogic documentation techniques

ABSTRACT

This research examines the development and articulation of pedagogic principles and the process of using pedagogic documentation techniques by early childhood teacher trainees in a university teacher training program (BA Primary Education leading to Qualified Teacher Status) in London, England. The study draws on the perspectives of students in the second year of the teacher training program, and the tutor for the module, as well as documentary analysis of 14 pedagogic documentation panels that were produced by the teacher trainees. The research demonstrates how the development and articulation of pedagogic principles is enabled by the reflective and collaborative practice of photography, dialogue, narrative, and metaphor. Findings can be used to better understand how teacher trainees engage with pedagogic principles while they learn how to use the techniques of pedagogic documentation.     

Identifying engaging features of schooling: assessing the psychometric soundness of student-generated research

In this article we report on data analysed from a student project about attitudes to school and student perception of engagement and disengagement. The data were collected by students in an Australian study that employed the Young People as Researchers model. Middle year students devised and administered a questionnaire to students in grade 8, 9 and 10 at a secondary school in Australia. A total of 239 students completed the questionnaire. The students completed the initial analysis, which was followed by a more detailed analysis by the authors of this article. The findings support the work of American, British and Australian researchers about the factors that influence engagement and disengagement from schooling. The reported outcomes from the student work and the secondary analysis indicate that students do have the capacity to undertake valid and meaningful research and can make informed contributions to school improvement and student engagement.     

Resilience and well-being among children of migrant parents in South-East Asia

There has been little systematic empirical research on the well‐being of children in transnational households in South‐East Asia—a major sending region for contract migrants. This study uses survey data collected in 2008 from children aged 9, 10, and 11 and their caregivers in Indonesia, the Philippines, and Vietnam (N = 1,498). Results indicate that while children of migrant parents, especially migrant mothers, are less likely to be happy compared to children in nonmigrant households, greater resilience in child well‐being is associated to longer durations of maternal absence. There is no evidence for a direct parental migration effect on school enjoyment and performance. The analyses highlight the sensitivity of results to the dimension of child well‐being measured and who makes the assessment.     

Responding to emotion in practice-based writing

This paper will consider the significance of emotion in assessment through reflective or experiential writing in the context of professional practice-based learning. It is based on a 12?month study conducted with undergraduate social work students undertaking what are referred to as ??reflective writing?? assessments. This form of assessment is a requirement in social work education and commonly used elsewhere in professional programmes of study in higher education such as nursing, business studies and education. Drawing on text orientated interviews with students and tutors this paper explores some of the challenges of both producing and assessing reflective writing. Drawing on debates relating to the assessment of reflective writing (Boud in Soc work Educ 18(2):121?C132, 1999) and the benefits of experimental or ??risky?? writing (Berman 2001), the paper offers some strategies for recognising and managing emotion arising from the inclusion of reflective writing professional education. In particular, it will explore the benefits of creating a space for dialogue which can recognise social, educational and historical factors, which influence individual students?? writing practices.     

Project Clarion: Three Years of Science Instruction in Title I Schools among K-Third Grade Students

The purpose of the study was to measure the effects of higher level, inquiry-based science curricula on students at primary level in Title I schools. Approximately 3,300 K-3 students from six schools were assigned to experimental or control classes (N?=?115 total) on a random basis according to class. Experimental students were exposed to concept-based science curriculum that emphasized ??deep learning?? though concept mastery and investigation, whereas control classes learned science from traditional school-based curricula. Two ability measures, the Bracken Basic Concept Scale-Revised (BBCS-R, Bracken 1998) and the Naglieri Nonverbal Intelligence Test (NNAT, Naglieri 1991), were used for baseline information. Additionally, a standardized measure of student achievement in science (the MAT-8 science subtest), a standardized measure of critical thinking, and a measure for observing teachers?? classroom behaviors were used to assess learning outcomes. Results indicated that all ability groups of students benefited from the science inquiry-based approach to learning that emphasized science concepts, and that there was a positive achievement effect for low socio-economic young children who were exposed to such a curriculum.     

Notes on authors

Abstract

Although both the number of online learning opportunities and students with disabilities in higher education has increased over the last two decades, students with disabilities may be overlooked. The purpose of this study was to examine attitudes toward requesting accommodations in the online learning environment among college students with disabilities compared with requesting accommodations in the face-to-face learning environment. Accommodations refer to those adjustments and modification made to instructional and/or curricular requirements in order for students with disabilities to fully participate in a course (Rehabilitation Act of 1973). Results indicate that students with disabilities did not have significantly different attitudes toward requesting accommodations as a whole in the face-to-face versus online learning environments. Results, however, do indicate that students who report having visible disabilities appear to have more positive attitudes toward requesting accommodations in the online versus face-to-face learning environment compared with students who report having hidden disabilities.