Developing formative assessments for postgraduate students in engineering

This paper outlines an approach taken to produce computer-based formative assessments for two modules in a one-year taught MSc programme in Road Management and Engineering. It presents the aims of the assessments, the taxonomy adopted to ensure that the formulation of the questions addressed learning outcomes related to the development of higher order skills and the choice of software used. Further, the students’ qualitative perception of the assessments is presented together with a discussion on key elements that affected the implementation procedure. This included an understanding of the higher order skills assessed, knowledge of the facilities offered by the software to be used, and the commitment needed to designing, delivering and improving flexible learning materials.     

MetaMaps: Assessing understanding of large, complex or distributed knowledge domains

Many traditional assessment instruments and procedures are developed for the purpose of assessing a carefully defined degree of understanding of specific items, such as competence in arithmetic or demonstrating a particular physical skill. The knowledge or skill to be assessed is learnt through a limited set of learning experiences, in conjunction with selected texts and other resources as defined in the curriculum—often in a closed system. Evaluating learners understandings of wider and more complex knowledge systems can require a different approach. MetaMaps—a reflective, hypertext alternative to the traditional essay, provides an alternative approach to the linear essay, term paper or minor thesis for evaluating students holistic understandings of open knowledge systems. For students, MetaMaps have the advantage of being developmental, allowing for the ready inclusion of developing knowledge and perspectives, and they make the learning/evaluation cycle more holistic by using the MetaMap as both a learning and assessment tool. This paper describes the development and ongoing revision of the MetaMap concept.     

A Review of Children's,Teachers' and Parents' Influences on Children's Drawing Experience

In this article we argue that research into children's drawings should consider the context in which drawing occurs and that it is crucial to investigate the attitudes and practices of teachers, parents and children themselves that shape children's drawing experience and the drawings which they produce. We review the findings of seven empirical studies reporting data collected through direct observations, interviews and questionnaires from the three main players (teachers, parents and children) on the attitudes and practices shaping children's drawing. Issues covered include teachers' perceptions of the purposes and importance of drawing, support offered by teachers, parents and children for children's drawing endeavours, and possible factors that may lead to an age‐related decline in the amount of drawing children choose to do. We end the review by reporting some preliminary findings from our own large‐scale interview and survey study of 270 5–14 year old children, their parents and teachers, that provides a comprehensive assessment of attitudes and practices influencing children's drawing experience at home and at school. The findings provide further insight into the aforementioned issues, particularly children's, teachers' and parent's explanations of why children's drawing behaviour might decline with age. It is hoped that by reporting these preliminary findings some additional understanding of the context in which children produce their drawings can be gained and new areas for debate opened up.     

An incentive effect in thermally motivated behavior

Three shaved adult male albino rats were trained to press a lever to replace a hot air drive condition (50° C) with either a small reinforcer (32° C) or a large reinforcer (14° C). Following the 10-sec reinforcer, the drive condition was either reinstated immediately (no delay) or after a 15-sec exposure to the drive temperature, during which the bar was withdrawn (delay). Response rate during the no-delay procedure was faster for the small reinforcer than for the large. This relation reversed during the delay procedure. The former observation is similar to a satiation effect and the latter resembles an incentive effect.