Unders and Overs: Using a Dice Game to Illustrate Basic Probability Concepts

In this paper, the dice game Unders and Overs is described and presented as an active learning exercise to introduce basic probability concepts. The implementation of the exercise is outlined and the resulting presentation of various probability concepts are described.     

Establishing the Test–Retest Reliability & Concurrent Validity for the Repeat Ice Skating Test (RIST) in Adolescent Male Ice Hockey Players

In this study the authors examine the test–retest reliability and concurrent validity of the Repeat Ice Skating Test (RIST). This was an on-ice field anaerobic test that measured average peak power and was validated with 3 anaerobic lab tests: (a) vertical jump, (b) the Margaria–Kalamen stair test, and (c) the Wingate Anaerobic Test. The participants (n?=?14) were 11- to 12-year-old males selected from a Peewee “A” level ice hockey team (Thunder Bay, Canada). The results of the test–retest reliability estimation showed that the RIST was a reliable test at measuring average peak power in watts (R = .99, C.I._95% = 0.97 to 0.99) and watts per kilogram (R = .98, C.I._95% = 0.94 to 0.99). The RIST was also a valid test when correlated with the 3 anaerobic lab tests for measuring peak power in watts: vertical jump (r = .86, C.I._95% = 0.72 to 0.94), Margaria–Kalamen stair test (r = .66, C.I._95% = 0.39 to 0.83) and Wingate Anaerobic Test (r = .86, C.I._95% = 0.72 to 0.93). The test is considered promising because it does not require any specific equipment, and is a sport-specific, on-ice test, that can be administered during a regular ice hockey practice session.     

Chinese whispers? Investigating the consistency of the language of assessment between a distance education institution,its tutors and students

Ensuring the fairness of assessment is important in all areas of higher education. It is particularly so in distance education, where the communication around assessment and feedback is a principal method of supporting learning, and even more so when the students are at the entry point into higher education. This research explores the nature of the language used in explaining the purpose and process of assessment on an access programme at The Open University, UK, from the perspective of the module team, the tutors and the students. It takes a qualitative approach to examine the clarity and consistency of assessment tasks, assessment guidance and TMGs. Analysis revealed inconsistencies in the language used in relation to assessment, which has led to a revision of how assessment tasks and guidance are communicated to students and tutors.     

A Bayesian performance prediction model for mathematics education: A prototypical approach for effective group composition

This research work presents a Bayesian Performance Prediction Model that was created in order to determine the strength of personality traits in predicting the level of mathematics performance of high school students in Addis Ababa. It is an automated tool that can be used to collect information from students for the purpose of effective group composition. During the study, attributes that affect performance in mathematics were identified and the sources of the data were analysed. Based on collected data, a predictive tool was developed and a 70.9% prediction accuracy was achieved vis‐à‐vis actual exam results. Further work and modification of the prediction model increased the level of prediction accuracy to 78.4%. The findings of this research provide an insight into the possible applications of uncertainty management techniques, particularly to address some of the conflicting results relating to the significance of factors affecting student performance of the mathematics subject. This has implications regarding methods of grouping learners for optimum performance. Future research may include a deeper exploration of factors related to performance and more specifically how the Bayesian predictive model can be incorporated for effective group formation. Furthermore, researchers might be able to extend the application of similar performance prediction models for other academic subjects.     

New practices in doing academic development: Twitter as an informal learning space

Using social media platforms to build informal learning processes and social networks is significant in academic development practices within higher education. We present three vignettes illustrating academic practices occurring on Twitter to show that using social media is beneficial for building networks of academics, locally and globally, enhancing information flows, inspiring thinking, and motivating academic practice. Using a reflective and diffractive methodology, we illuminate how different flows of forces and relations are enacted. We argue it is in this fluidity of informal learning that perspectives are contested and shaped, and that academic developers can benefit by encompassing such practices.     

The Dark Side of Instruction: Teacher Anger as Classroom Norm Violations

Based on norm violation theory, we examined students' reactions to teachers' normative and nonnormative expressions of anger. College students ( N = 301 ) judged the appropriateness and intensity of teachers' anger in the classroom for four modes of expression: Distributive Aggression, Passive Aggression, Integrative Assertion, and Nonassertive Denial. Students rated both types of aggressive expressions as highly intense and inappropriate (or nonnormative), but assertive displays as appropriate and less intense. Additionally, aggressive expressions were negatively related to students' affect, whereas assertive expressions were positively related to affect. Findings extend norm violation theory by identifying how teacher anger should be expressed and when during the semester anger is more likely to be perceived as inappropriate. Moreover, this study illustrates how normative violations of anger are associated with negative evaluations of the teacher and course.