Assessing environmental understanding: an application of the concept mapping strategy

Despite its importance as a central goal in environmental education, there appears to be little consensus about how best to document, assess and evaluate understanding of environmental concepts. This illustrative case study describes and demonstrates the use of the concept mapping strategy as an effective tool for assessing environmental understanding. Data were collected from 325 middle school‐aged (11–14 years) individuals and comparisons were made among those enrolled in a model, university‐based, informal, residential marine education program (viz. MarineQuest) and a matched group of non‐participating students. Using a non‐randomized Solomon Four Group experimental design, differences in the structural complexity and content validity of knowledge about marine animal life were explored. Results reveal significant differences in the frequencies of concepts, relationships, levels of hierarchy, branching and cross‐linking and in the frequencies and types of critical concepts depicted. In all cases, where differences were found, they favored participants who enrolled in the environmental education intervention. The findings suggest that concept maps offer a valuable alternative or adjunct to traditional pencil and paper tests and provide both a qualitative and a quantitative measure of conceptual understanding.     

Using rasch measurement to score,evaluate, and improve examinations in an anatomy course

Any examination that involves moderate to high stakes implications for examinees should be psychometrically sound and legally defensible. Currently, there are two broad and competing families of test theories that are used to score examination data. The majority of instructors outside the high‐stakes testing arena rely on classical test theory (CTT) methods. However, advances in item response theory software have made the application of these techniques much more accessible to classroom instructors. The purpose of this research is to analyze a common medical school anatomy examination using both the traditional CTT scoring method and a Rasch measurement scoring method to determine which technique provides more robust findings, and which set of psychometric indicators will be more meaningful and useful for anatomists looking to improve the psychometric quality and functioning of their examinations. Results produced by the more robust and meaningful methodology will undergo a rigorous psychometric validation process to evaluate construct validity. Implications of these techniques and additional possibilities for advanced applications are also discussed. Anat Sci Educ 7: 450–460. © 2014 American Association of Anatomists.     

Public broadband investment priorities in the United States: an analysis of the broadband technology opportunities program

In 2009, U.S. Congress approved $7.2 billion to accelerate the deployment of advanced broadband networks and services to unserved and underserved regions of the country. Although primarily a short-term response to the economic crisis, the appropriation also indicates a willingness to seek a new balance between private sector and public sector initiatives in the development of the nation's broadband infrastructure. This paper is a first step in assessing the potential impact of the new government initiatives. It discusses in detail one component of the overall program, the Broadband Technology Opportunities Program (BTOP). The rationales and objectives of BTOP and its initial implementation are explored. Based on information in the BTOP database, 265 awards were examined to document award types, target communities, applications, technology, and access speeds. Whereas it is too early to assess the initiatives' effects on employment and other important social and economic objectives, it is appropriate to consider whether the awards made under the BTOP program advance a national broadband development agenda. Overall, they appear to. However, the present analysis found that projects focusing on minority populations may have received less emphasis in the BTOP awards than that announced in the stated goals of the program.     

Cultural dimensions of feedback at an Australian university: a study of international students with English as an additional language

International students with English as an additional language face transitional challenges when entering a new academic culture. One such challenge involves optimising feedback to help foster their academic development, bearing in mind that feedback is not a culturally neutral entity (Nazif, A., Biswas, D., &; Hilbig, R. (2004–2005). Towards an understanding of student perceptions of feedback. Carleton Papers in Applied Language Studies, 21/22, 166–192). The current study of 134 postgraduate international students examines pre-course and in-course perceptions, experiences and expectations of feedback at university in Australia. Responses to questionnaires and in focus groups revealed that students’ previous feedback experiences had largely been summative, with an emphasis on error correction, but they expected to receive more feedback, particularly formative, throughout their courses. They also had concerns about understanding feedback, and about potentially negative remarks. These concerns were partially borne out by a follow-up survey (n?=?43) in which only 29% said they understood everything their lecturers said. Teachers giving feedback to international students may, therefore, need to consider the nature of their comments, their method of delivery and how their feedback affects student development.     

Orthopedic resident anatomy review course: a collaboration between anatomists and orthopedic surgeons

A challenge for new residents and senior residents preparing for board examinations is refreshing their knowledge of basic science disciplines, such as human gross anatomy. The Department of Orthopaedics at the University of Utah School of Medicine has for many years held an annual Orthopedic Resident Anatomy Review Course during the summer months for all of its residents. The primary purpose of the course is to renew competencies in basic science disciplines so that incoming residents more quickly reach a level of functional proficiency and to afford senior residents a platform to teach their junior colleagues. Before 2005, this course was conducted with minimal participation from anyone outside of the Department of Orthopaedics. Many of the residents voiced concerns that the educational benefits were not proportionate to the time invested. To improve the teaching of orthopedic-related anatomy, an educational collaboration between the Departments of Neurobiology and Anatomy and Orthopaedics was established in 2004 and continues to the present time. The major objectives of refining the course pedagogy, developing a Course Manual and Dissection Guide, and evaluating the results by administering a course survey questionnaire are described in this article. Implementation of all facets of the revised course has resulted in better participation by orthopedic faculty and more favorable reviews by the participating residents. Based on current levels of interest and positive comments from course participants, the Anatomy and Orthopedic faculty course directors plan to continue to develop course materials and pedagogy.     

The seductive details effect in technology‐delivered instruction

Seductive details are highly interesting information tangential to course objectives. The inclusion of seductive details generally harms performance on recall tests, but few studies have used multimedia training or investigated effects on performance on recognition tests or transfer tasks. We conducted two studies using computer‐based training, instructing college students to use either Excel or Word mail merge. Contrary to most prior results, we found no negative effect for seductive details on recognition tests, and we found a facilitative effect on transfer performance. We discuss implications for theories of learning and transfer, and practical implications for instructional design and delivery.