Committing to quality learning through adaptive online assessment

With advances in computer‐based technologies and the emergence of e‐learning, there are unprecedented opportunities to reconsider assessment of learning (and, axiomatically, of teaching) and how this can be undertaken. One approach is adaptive assessment. Although it has existed in the tertiary environment since the time of the oral examination, advanced technologies allow much fuller exploitation of the possibilities inherent in a dynamic system of testing that responds to the user. Having described the characteristics of adaptive assessment, this paper considers how it can achieve significant pedagogical aims within the sector. The paper differentiates between adaptive assessment to assist learning and adaptive assessment to assess achievement. How adaptive assessment can be put in place and salient issues, such as security and system integrity, when such assessment is used for credit, are then discussed. The paper concludes that the capability exists but it has yet to be exploited within higher education as a viable approach to assessment and as a contributor to quality learning.     

Teaching and learning centres: towards maturation

Approximately 70% of Australian Teaching and Learning Centres have been restructured and/or have undergone leadership changes in the last three years. The volatility of this environment reflects the number of significant challenges faced by Teaching and Learning Centres. In determining what makes Centres successful, the issues that are likely to impact on their ability to succeed were examined. It emerged that a myriad of factors influence whether or not a Centre was recognised as being an integral and valued part of the university's teaching and learning community – a hallmark of having reached maturity. This paper identifies four factors as being critical to the ability of Centres to succeed, noting that a combination of other factors, appropriate to each unique context, must also be in place in order for Centres to maximise their value.     

Motivation for physical activity in young people: entity and incremental beliefs about athletic ability

Three studies are reported of children and youth aged 11–19 years (n?=?3478) examining the nature of beliefs about athletic ability. Drawing on related research in academic, moral and stereotyping domains, development of a psychometric instrument assessing athletic ability beliefs is detailed. Support was found for a multidimensional hierarchical structure that is invariant across age and gender. Confirmatory factor analysis revealed a structure comprising two higher-order factors of entity and incremental beliefs underpinned by beliefs that athletic ability is stable and a gift (entity), and is open to improvement and can be developed through learning (incremental). Incremental beliefs, indirectly through a task goal orientation, and entity beliefs directly, predicted self-reported amotivation towards physical education and sport. On the other hand, enjoyment of physical activity in youth was predicted directly by task orientation and incremental beliefs. Predictions concerning the moderating role of perceived competence were not supported. Our findings highlight the importance of ability beliefs and goals in understanding the determinants of physical activity in children and youth.     

Andragogy and the accreditation of prior learning: points on a continuum or uneasy bedfellows?

The current move towards outcomes or competence‐based qualifications within the education and training arenas begs many questions about the processes of learning as well as the measurable results. This paper explores how far the principles embedded in the andragogic approach to adult learning through the accreditation of prior learning are at odds with a qualification system predicated on the measurement of performance. It proposes a model of student‐controlled reflection that can lead to the identification of a range of prior achievements which may then form the basis for claiming credit, thus creating a bridge between two apparently opposed frameworks.     

Secure chaotic communication based on extreme multistability

Extreme multistability is the coexistence of a large number of attractors which can be reached by varying initial conditions. In this paper we show how this fascinating phenomenon can be used for secure communication. The main advantage of the communication system based on extreme multistability over a conventional chaos-based communication system is its exceptionally high security. The proposed system consists of two identical six-order oscillators; one in the transmitter and another one in the receiver, each exhibiting the coexistence of a large number of chaotic attractors. The oscillators are synchronized using a private channel through one of the system variables, while the information is transmitted via a public channel through another variable. The information is encrypted by varying the initial condition of one of the state variables in the transmitter using a chaotic map, adhering message packages in a staggered form to the coexisting attractors within the same time series of another state variable, which leads to switching among the coexisting chaotic attractors. To ensure communication security, the duration of the packages is shorter than synchronization time, so that synchronization attacks are ineffective.     

Calculating upper limb inertial parameters.

In the kinematic and kinetic analysis of human movement, an accurate assessment of the inertial properties of the body segments under investigation is often essential. Statistical and geometric models of the segments of the upper limb were examined to determine their ability to predict the moments of inertia of these segments. The cadaver data of Chandler et al. (1975) were used as the criteria with which computed values were compared. The regression equations of Hinrichs (1985) gave the most accurate results; the geometric models appeared to offer the greatest flexibility.     

The influence of squat depth on maximal vertical jump performance

Abstract

An increase in the period over which a muscle generates force can lead to the generation of greater force and, therefore, for example in jumping, to greater jump height. The aim of this study was to examine the effect of squat depth on maximum vertical jump performance. We hypothesized that jump height would increase with increasing depth of squat due to the greater time available for the generation of muscular force. Ten participants performed jumps from preferred and deep squat positions. A computer model simulated jumps from the different starting postures. The participants showed no difference in jump height in jumps from deep and preferred positions. Simulated jumps produced similar kinematics to the participants' jumps. The optimal squat depth for the simulated jumps was the lowest position the model was able to jump from. Because jumping from a deep squat is rarely practised, it is unlikely that these jumps were optimally coordinated by the participants. Differences in experimental vertical ground reaction force patterns also suggest that jumps from a deep squat are not optimally coordinated. These results suggest there is the potential for athletes to increase jump performance by exploiting a greater range of motion.     

Calculating upper limb inertial parameters

Abstract

In the kinematic and kinetic analysis of human movement, an accurate assessment of the inertial properties of the body segments under investigation is often essential. Statistical and geometric models of the segments of the upper limb were examined to determine their ability to predict the moments of inertia of these segments. The cadaver data of Chandler et al. (1975) were used as the criteria with which computed values were compared. The regression equations of Hinrichs (1985) gave the most accurate results; the geometric models appeared to offer the greatest flexibility.     

医学院校课程整合的经验教训:学生、课程负责人与改革领导者的观点

美国医学院校的课程整合改革方兴未艾.加州大学旧金山分校医学院从2001级新生开始对课程体系进行大幅调整,本研究调查了该校参与改革的不同群体,包括教育改革的领导者、受到直接影响的学生、新建课程的负责人等对课程改革的态度,了解其对课程整合实施一年内的成绩和挑战的看法.结果表明,他们对跨学科教学、跨学科系室协作、课程关联的建立、课程内容的排序及框架构建等四个主题有相同的看法,也有不小的分歧.