Effect of pasture and soybean supplementation on fatty acid profile and CLA content in dairy cow milk

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A. Simonetto

2011-03-01

Full Text Available Conjugated linoleic acid (CLA has been related to several beneficial effects on human and animal health (anticancerogens, antiatherogenics, etc. The main dietary source of CLA for humans are foods derived from ruminants. In dairy products CLA content depends on ruminal bio-hydrogenation of the dietary unsaturated fats and it is also related to the Δ9desaturase activity in the mammary gland. The CLA level of milk is affected by various factors, including diet composition, that seems to play an important role (Jensen, 2002. The aim of this study was to investigate the effect of toasted and raw soybean addition to a mixed diet and...........

Effect of dietary conjugated linoleic acid (CLA) on carcass quality ...

African Journals Online (AJOL)

... and histopathological changes of broiler chickens infected with aflatoxin B 1. ... included increased serum cholesterol and triglyceride concentrations, and decreased ... Furthermore, dietary CLA supplementation increased serum HDL levels.

Influence of dietary conjugated linoleic acid (CLA and L-Lysine on heavy pigs performances and meat quality

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C. Corino

2010-01-01

Full Text Available Conjugated linoleic acid (CLA refers to a group of positional and geometric fatty acid isomers derived from linoleic acid. Dietary CLA supplementation has been shown to increase feed efficiency and may reduce body fat content in swine as recently reviewed by Corino et al., (2005. There was only one research conducted in heavy pig in which the authors did not observed any significant effect of dietary CLA on growth performances and lean tissue (Corino et al., 2003.

A CLA enriched diet improves organ damage associated with the metabolic syndrome in spontaneous hypertensive rats

Energy Technology Data Exchange (ETDEWEB)

Soto-Rodriguez, I.; Pulido-Camarillo, E.; Hernandez-Diaz, E.; Alexander-Aguilera, A.; Garcia, H.S.

2011-07-01

The purpose of this study was to provide evidence that dietary CLA can prevent the pathogenesis of metabolic syndrome in tissue structure, suggesting potential benefits in the onset of this syndrome. Wistar male spontaneous hypertensive rats (SHR), were classified into two groups that were fed a standard diet for eight weeks: one with 7.5% sunflower oil (V-SHR group), and the other with 6% sunflower oil and 1.5% CLA (CLA-SHR group). A control healthy group consisted of Kyoto-Wistar male rats fed the standard diet with 7.5% sunflower oil. The animals were sacrificed, and sections of liver, kidneys and aorta were fixed in 10% formaldehyde, and then stained with Hematoxylin and Eosin. Only in the V-SHR group, the stain of the aorta indicated irregular endothelial morphology; liver parenchyma was characterized by an infiltration of inflammatory neutrophils, fibrosis, thickening of the portal vein epithelium, hepatocyte hyperplasia and steatosis. The renal tissue of this group evidenced hyperplasia in the cells of the endothelial of Bowman's capsule. Abnormal histological changes were not observed in either the control group of the rats fed with CLA, suggesting a protective role of CLA in the onset of metabolic syndrome.

A CLA enriched diet improves organ damage associated with the metabolic syndrome in spontaneous hypertensive rats

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Soto-Rodríguez, Ida

2011-03-01

Full Text Available The purpose of this study was to provide evidence that dietary CLA can prevent the pathogenesis of metabolic syndrome in tissue structure, suggesting potential benefits in the onset of this syndrome. Wistar male spontaneous hypertensive rats (SHR, were classified into two groups that were fed a standard diet for eight weeks: one with 7.5% sunflower oil (V-SHR group, and the other with 6% sunflower oil and 1.5% CLA (CLA-SHR group. A control healthy group consisted of Kyoto-Wistar male rats fed the standard diet with 7.5% sunflower oil. The animals were sacrificed, and sections of liver, kidneys and aorta were fixed in 10% formaldehyde, and then stained with Hematoxylin and Eosin. Only in the V-SHR group, the stain of the aorta indicated irregular endothelial morphology; liver parenchyma was characterized by an infiltration of inflammatory neutrophils, fibrosis, thickening of the portal vein epithelium, hepatocyte hyperplasia and steatosis. The renal tissue of this group evidenced hyperplasia in the cells of the endothelial of Bowman´s capsule. Abnormal histological changes were not observed in either the control group or the rats fed with CLA, suggesting a protective role of CLA in the onset of metabolic syndrome.

El objetivo del presente estudio fue proporcionar evidencia que el CLA dietario puede evitar la patogénesis del síndrome metabólico en la estructura tisular, lo que sugiere beneficios potenciales en el desarrollo de este síndrome. Dos grupos de ratas Wistar macho espontáneamente hipertensas (SHR fueron alimentadas con una dieta normal por 8 semanas: una dieta contenía 7.5% de aceite de girasol (grupo VSHR, y el otro contenía 6% de aceite de girasol y 1.5% de CLA (grupo CLA-SHR. A un grupo testigo sano de ratas macho Kyoto-Wistar les fue proporcionada una dieta normal con 7.5% de aceite de girasol. Los animales fueron sacrificados y se tomaron secciones de hígado, riñones y aorta, las cuales fueron fijadas en formaldeh

Effect of dietary conjugated linoleic acid (CLA) on the metabolism ...

African Journals Online (AJOL)

Giulia

2013-07-05

Jul 5, 2013 ... hormone receptor (GHR), pyruvate carboxylase (PC) and cytosolic ... CLA supplemented cows, compared to the control group, recorded a significant lower ... amount of energy required for maintenance, plus milk production ...

Effects of cis-9, trans-11 and trans-10, cis-12 conjugated linoleic acid (CLA) isomers on immune function in healthy men

NARCIS (Netherlands)

Albers, R.; Wielen, R.P.J. van der; Brink, E.J.; Hendriks, H.F.J.; Dorovska-Taran, V.N.; Mohede, I.C.M.

2003-01-01

Objectives: To study the effects of two different mixtures of the main conjugated linoleic acid (CLA) isomers cis-9, trans-11 CLA and trans-10, cis-12 CLA on human immune function. Design: Double-blind, randomized, parallel, reference-controlled intervention study. Subjects and intervention:

Development of Manufacturing Method of Highly Functional Material Gallic acid-CLA Ester Using Irradiation

International Nuclear Information System (INIS)

Cho, C. H.; Byun, M. W.; Jeong, I. Y.; Kim, D. H.

2006-01-01

Increasing interest and current trends for natural materials with various health beneficial functions by radiation (RT)-biotechnology (BT) fusion by developed countries. However, the information and development of new functional materials using the RT-BT fusion technology is still limited. The target material developed and manufactured by RT-BT fusion technology may have a multi-functional effect on human health and it can be applied for pharmaceutical materials as well as functional food ingredient. The market of functional new materials has been grown dramatically and a multi-functional material manufactured by RT-BT fusion technology may have a great economic impact for both the domestic and overseas market. Development of GA-CLA ester by chemical synthetic method. Transformation of linoleic acid to conjugated linoleic acid by irradiation. Identification and confirmation of the biological functions including antioxidative, cancer cell proliferation inhibition, anti-microbial, enhancement of immune response and lipid metabolism of GA-CLA ester. Increase industrial applicability of the new materials. Development of GA-CLA ester by chemical synthetic method(2 patents submitted). Development of the optimum methodology of GA-CLA and its derivative, octadeca-9,12-dienyl-3,4,5-trihydroxy benzoate). Identification and confirmation of biological activities of GA-CLA. Extramural funding from the Ministry of Commerce, Industry, and Energy subjected by gallic acid-fatty acid derivatives (205,000,000 Won). Provides the basic data for successful project 'Development of cosmeceutical and cosmetics using gallic acid fatty acid derivatives' funded by Ministry of Commerce, Industry, and Energy and collaboration with the Technology-invested venture company, SunBiotech, Co. and problem-solving for industrial application. Complete the patent procedure and publish the results to international or domestic peer-reviewed journals

Ácido linoléico conjugado (CLA em dietas para tilápia-do-nilo: desempenho produtivo, composição química e perfil de ácidos graxos Conjugated linoleic acid (CLA in Nile tilapia diets: productive performance, chemical and fatty acids composition

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Lilian Dena dos Santos

2007-10-01

Full Text Available Objetivou-se avaliar a influência da adição de CLA na dieta sobre o desempenho produtivo, a composição química e o perfil de ácidos graxos de tilápia-do-nilo. Foram utilizados 80 peixes revertidos, com 109 ± 10 g, distribuídos em oito tanques (0,8 m³ cada, em densidade de 10 peixes/tanque, durante 90 dias. Avaliou-se a inclusão na dieta de 2% de CLA (Luta-CLA®-BASF, Brasil com 60% dos isômeros (cis-9,trans-11 e trans-10,cis-12 e 40% do veículo (ácido oléico e outros ácidos graxos. Como dieta utilizou-se ração comercial extrusada, com 29% PB e 3.000 kcal ED/kg de ração. Ao final do experimento, todos os peixes foram utilizados para avaliação do desempenho, da composição química e do perfil de ácidos graxos no fígado e nos filés. A taxa de eficiência protéica, o rendimento de carcaça, o índice hepatossomático e a gordura visceral não diferiram com a adição de CLA a dieta. A adição de CLA a dieta promoveu melhora no ganho de peso, aumento no consumo e melhora na conversão alimentar. Os peixes alimentados com dietas com adição de CLA apresentaram aumento na composição de ácidos graxos saturados e redução dos ácidos graxos n-6 nos filés. Houve também aumento na composição de ácidos graxos n-3 e de ácidos graxos poliinsaturados totais no fígado. Houve aumento da proteína nos filés de tilápias alimentadas com dietas enriquecidas com CLA. O uso do CLA melhora variáveis de desempenho produtivo, afeta o metabolismo e a proporção dos ácidos graxos nos filés e fígados e aumenta proteína nos filés em tilápia-do-nilo.The objective of this work was to evaluate the influence of the addition of CLA in the diet on Nile tilapia productive performance, chemical and fatty acids composition. Eighty reversed fish with 109 ± 10 g were used, distributed in eight tanks (0.8 m³ each in density of ten fishes/tank, during 90 days. It was evaluated the inclusion in the diets of 2% of CLA (Luta

CLA supplementation and aerobic exercise lower blood triacylglycerol, but have no effect on peak oxygen uptake or cardiorespiratory fatigue thresholds.

Science.gov (United States)

Jenkins, Nathaniel D M; Buckner, Samuel L; Cochrane, Kristen C; Bergstrom, Haley C; Goldsmith, Jacob A; Weir, Joseph P; Housh, Terry J; Cramer, Joel T

2014-09-01

This study examined the effects of 6 weeks of conjugated linoleic acid (CLA) supplementation and moderate aerobic exercise on peak oxygen uptake (VO2 peak), the gas exchange threshold (GET), the respiratory compensation point (RCP), and serum concentrations of cholesterol, triacylglycerol, and glucose in humans. Thirty-four untrained to moderately trained men (mean ± SD; age = 21.5 ± 2.8 years; mass = 77.2 ± 9.5 kg) completed this double-blind, placebo controlled study and were randomly assigned to either a CLA (Clarinol A-80; n = 18) or placebo (PLA; sunflower oil; n = 16) group. Prior to and following 6 weeks of aerobic training (50% VO2 peak for 30 min, twice per week) and supplementation (5.63 g of total CLA isomers [of which 2.67 g was c9, t11 and 2.67 g was t10, c12] or 7.35 g high oleic sunflower oil per day), each participant completed an incremental cycle ergometer test to exhaustion to determine their [Formula: see text] peak, GET, and RCP and fasted blood draws were performed to measure serum concentrations of cholesterol, triacylglycerol, and glucose. Serum triacylglycerol concentrations were lower (p interactions (p 0.05) between the CLA and PLA groups. GET and RCP increased (p < 0.05) from pre- to post-training for both the CLA and PLA groups. Overall, these data suggested that CLA and aerobic exercise may have synergistic, blood triacylglycerol lowering effects, although CLA may be ineffective for enhancing aerobic exercise performance in conjunction with a 6-week aerobic exercise training program in college-age men.

Effect of silage type and energy concentration on conjugated linoleic acid (CLA) in milk fat from dairy cows

DEFF Research Database (Denmark)

Nielsen, T.S.; Sejrsen, K.; Andersen, H.R

2004-01-01

40 lactating cows were fed either clovergrass or maize silage and a low or high dietary energy concentration in a 2x2 factorial design. The maize silage diets rich in starch and linoleic acid resulted in a higher content of c9t11 and t10c12 CLA in milk fat than the grass silage diets. A high energy...... concentration plus maize silage led to a pronounced shift in the biohydrogenation pathway of linoleic acid, the highest t10c12 CLA content and lowest milk fat percentage. Energy concentration had no effect on milk fat CLA content or milk fat percentage in grass silage fed cows....

Enrichment of conjugated linoleic acid (CLA) in hen eggs and broiler chickens meat by lactic acid bacteria.

Science.gov (United States)

Herzallah, Saqer

2013-01-01

1. The aim of this work was to compare conjugated linoleic acid (CLA) concentrations in chickens supplemented with 4 American Tissue Culture Collection (ATCC) bacterial strains, Lactobacillus plantarum, Lactobacillus lactis, Lactobacillus casei and Lactobacillus fermentum, and 4 isolates of Lactobacillus reuteri from camel, cattle, sheep and goat rumen extracts. 2. Micro-organisms were grown anaerobically in MRS broth, and 10(6) CFU/ml of bacteria were administered orally to mixed-sex, 1-d-old broiler chickens weekly for 4 weeks and to 23-week-old layer hens weekly for 6 weeks. 3. The 4 strains were evaluated for their effects on synthesis of CLA in hen eggs and broiler meat cuts. 4. Administration of pure Lactobacillus and isolated L. reuteri strains from camel, cattle, goat and sheep led to significantly increased CLA concentrations of 0.2-1.2 mg/g of fat in eggs and 0.3-1.88 mg/g of fat in broiler chicken flesh homogenates of leg, thigh and breast. 5. These data demonstrate that lactic acid bacteria of animal origin (L. reuteri) significantly enhanced CLA synthesis in both eggs and broiler meat cuts.

Contenido de ácido linoleico conjugado (CLA en leche de ganado lechero Holstein estabulado en el noroeste de México

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Alfonso Martínez-Borraz

2010-01-01

Full Text Available Estudios en animales experimentales señalan que el ácido linoleico conjugado (CLA por sus siglas en inglés, posee propiedades benéficas para la salud. Los productos derivados de rumiantes como carne y leche son la mayor fuente natural de CLA, y su contenido en leche puede ser influenciado por varios factores como la alimentación y el sistema de producción. Este trabajo evalúo el contenido de CLA en leche de vacas Holstein estabuladas en el municipio de Hermosillo, Sonora durante el verano, donde se registran temperaturas superiores a los 40 °C. Se obtuvieron muestras de leche de 120 vacas. El perfil de ácidos grasos y CLA en leche fueron determinados por cromatografía de gases. La producción promedio de leche fue 15.8 ± 0.5 kg/día, con 1.91 ± 0.06 % de grasa, 4.30 ± 0.2 % de lactosa, 3.34 ± 0.03 % de proteína, y de 10.4 ± 0.09 % de sólidos totales. El contenido de ácidos grasos insaturados fue mayor (P<0.05 en agosto, respecto a los meses de junio y julio. La concentración promedio del isómero cis- 9, trans-11 CLA encontrada fue de 9.36 mg/g de grasa (junio 10.78 ± 0.41, julio 8.50 ± 0.37 y agosto 10.16 ± 0.39, considerada alta y equiparable a lo reportado en otros países con clima templado. La cantidad de CLA en leche puede ser atribuida a la dieta por la presencia del 58.8 % de alfalfa, rica en ácidos grasos precursores del CLA (linoleico y linolénico durante el verano.

Enhanced sensitivity of Cypridina luciferin analog (CLA) chemiluminescence for the detection of O2- with non ionic detergents

NARCIS (Netherlands)

Osman, A.M.; Laane, C.; Hilhorst, R.

2000-01-01

Superoxide anion-triggered chemiluminescence of Cypridina luciferin analogue (CLA), 2-methyl-6-phenyl-3,7-dohydroimidazo[1,2-]pyrazin-3-one, is enhanced by non-ionic detergents such as Tween 20, Triton X-100 and Tween 80. At the concentration of 0.6øv/v) the largest increase (2.7-fold) of CLA light

CONJUGATED LINOLEIC ACID (CLA CONTENT AND FATTY ACID COMPOSITION OF SOME COMMERCIAL YOGURTS FROM COLOMBIA CONTENIDO DE ÁCIDO LINOLEICO CONJUGADO (CLA Y COMPOSICIÓN DE ÁCIDOS GRASOS EN ALGUNOS YOGURES COMERCIALES DE COLOMBIA

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Luis Felipe Gutiérrez Álvarez

2010-12-01

Full Text Available The concentration of the conjugated linoleic acid (CLA of the fifteen commercial yogurts corresponding to the main consumption and distribution in the Colombian market was studied, as well as their fatty acid composition. The concentration of CLA, expressed as mg of cis-9,trans-11 octadecadienoic acid/g fat and as mg of cis-9,trans-11 octadecadienoic acid/100 g sample varied between 4.5 and 8.2, and between 7.8 and 25.5, respectively. The higher values of CLA (>6.0 mg/g fat corresponded to those samples containing yogurt starter (Lactobacillus delbrueckii ssp. bulgaricus and Streptococcus salivarius ssp. thermophilus and species of Bifidobacterium and Lactobacillus. The main fatty acids found in the studied samples were the acids palmitic (10.7-21.2 mg/g fat, oleic (11.9-21.0 mg/g fat, stearic (16.1-37.4 mg/g fat, myristic (3.5-7.8 mg/g fat and butyric (1.6-5.5 mg/g fat. Low PUFA/SFA and MUFA/SFA ratios were found, as typical of milk fat samples.Se estudió la concentración de ácido linoleico conjugado (CLA de quince yogures de las marcas comerciales de mayor consumo y distribución en el mercado colombiano, así como su composición en ácidos grasos. La concentración de CLA, expresada como mg de ácido cis-9,trans-11 octadecadienoico/g de grasa y como mg de ácido cis-9,trans-11 octadecadienoico/100 g de yogur osciló entre 4,5 y 8,2 y entre 7,8 y 25,5, respectivamente. Los valores de CLA más elevados (>6,0 mg/g de grasa en los yogures evaluados, correspondieron a aquellos que contenían cultivo de yogur (Lactobacillus delbrueckii ssp. bulgaricus y Streptococcus salivarius ssp. thermophilus y especies de Bifidobacterium y Lactobacillus. Los principales ácidos grasos encontrados en las muestras estudiadas, fueron los ácidos palmítico (10,7-21,2 mg/g de grasa, oleico (11,9-21,0 mg/g de grasa, esteárico (16,1-37,4 mg/g de grasa, mirístico (3,5-7,8 mg/g de grasa y butírico (1,6-5,5 mg/g de grasa. Bajas relaciones de PUFA/SFA y de MUFA

Conjugated linolenic acids (CLnA, super CLA – natural sources and biological activity

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Agnieszka Białek

2014-11-01

Full Text Available Polyunsaturated fatty acids (PUFA have a wide range of biological activity. Among them conjugated fatty acids are of great interest. Conjugated linoleic acids (CLA, which exert a multidirectional health-benefiting influence, and conjugated linolenic acids (CLnA, super CLA are examples of this group of fatty acids. CLnA are a group of positional and geometric isomers of octadecatrienoic acid (C18:3, which possess double bonds at positions 9, 11, 13 or 8, 10, 12 of their chain. Some vegetable oils are rich sources of CLnA, e.g. bitter melon oil (from Momordica charantia seeds and pomegranate oil (from Punica granatum seeds. The aim of this paper was to present information concerning natural sources and health-promoting activities of conjugated linolenic acids.The presented data reveal that conjugated linolenic acids may be very useful in prevention and treatment of many diseases, especially diabetes, arteriosclerosis , obesity and cancers (mammary, prostate and colon cancer. Among many potential mechanisms of their action, the fact that some CLnA are converted by oxidoreductases into CLA is very important. It seems to be very reasonable to conduct research concerning the possibility of CLnA use in prevention of many diseases.

CLA isomer t10,c12 induce oxidation and apoptosis in 3t3 adipocyte cells in a similar effect as omega-3 linolenic acid and DHA.

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Jon Meadus

2017-02-01

Full Text Available Background: Commercial conjugated linoleic acid (CLA dietary supplements contain an equal mixture of the C18:2 isomers, cis-9trans-11 and trans-10cis-12. Predominantly, CLA-c9t11 occurs naturally in meat and dairy products at ~ 0.5% of total fat , whereas CLA-t10c12 occurs at >0.1%. Recent studies show that CLA-c9t11 generally promotes lipid accumulation but CLA-t10c12 may inhibit lipid accumulation and may also promote inflammation. The omega-3 fatty acids α-linolenic acid (C18:3n-3 and docosahexaenoic acid (DHA have also been observed to inhibit lipid accumulation and effect inflammation; therefore we examined the effects of the two main isomersof CLA and omega -3 fatty acids C18:3n-3 and DHA at the molecular levelto determine if they are causing similar oxidative stresses.Methods:Purified CLA-c9t11 and CLA-t10c12 were added to 3T3 cells induced into mature adipocyte cultures at 100uM concentrations and compared with 100uM C18:3n-3(α-linolenic acid and 50uM docosahexaenoic acid (DHA to observe their effect on growth, gene transcription and general oxidation. The results of multiple separate trials were averaged and compared for significance at levels of P< 0.05, using one way ANOVA and Student’s t-test.Results:C18:3n-3, DHA and CLA-t10c12inhibited 3T3 adipose cell growth and caused a significant increase in lipid hydro peroxide activity. CLA-t10c12 and c9t11 increased AFABP, FAS and ACOX1 mRNA gene expression but DHA and C18:3n-3decreased the same mRNAs. CLA-c9t11 but not the t10c12 stimulated adipoQ expression even though; CLA-c9t11 had only a slightly greater affinity for PPARγ than CLA-t10c12, according to TR-FRET assays. The expression of the xenobiotic metabolism genes, aldo-keto reduct as 1c1 (akr1c1, superoxide dismutase (SODand inflammation chemokine secretions of eotaxin (CCL11, Rantes (CCL5, MIG (CCL9 and MCP-1 were increased by DHA, C18:3n-3and CLA-t10c12 but not CLA-c9t11. This correlated with an increase in apoptosis factors

Comparative effects of conjugated linoleic acid (CLA) and linoleic acid (LA) on the oxidoreduction status in THP-1 macrophages.

Science.gov (United States)

Rybicka, Marta; Stachowska, Ewa; Gutowska, Izabela; Parczewski, Miłosz; Baśkiewicz, Magdalena; Machaliński, Bogusław; Boroń-Kaczmarska, Anna; Chlubek, Dariusz

2011-04-27

The aim of this study was to investigate the effect of conjugated linoleic acids (CLAs) on macrophage reactive oxygen species synthesis and the activity and expression of antioxidant enzymes, catalase (Cat), glutathione peroxidase (GPx), and superoxide dismutase (SOD). The macrophages were obtained from the THP-1 monocytic cell line. Cells were incubated with the addition of cis-9,trans-11 CLA or trans-10,cis-12 CLA or linoleic acid. Reactive oxygen species (ROS) formation was estimated by flow cytometry. Enzymes activity was measured spectrophotometrically. The antioxidant enzyme mRNA expression was estimated by real-time reverse transcriptase polymerase chain reaction (RT-PCR). Statistical analysis was based on nonparametric statistical tests [Friedman analysis of variation (ANOVA) and Wilcoxon signed-rank test]. cis-9,trans-11 CLA significantly increased the activity of Cat, while trans-10,cis-12 CLA notably influenced GPx activity. Both isomers significantly decreased mRNA expression for Cat. Only trans-10,cis-12 significantly influenced mRNA for SOD-2 expression. The CLAs activate processes of the ROS formation in macrophages. Adverse metabolic effects of each isomer action were observed.

The content of conjugated linoleic acid (CLA) isomer groups in milk of two Polish sheep breeds determined by silver ion liquid chromatography (Ag(+)-HPLC).

Science.gov (United States)

Rozbicka-Wieczorek, Agnieszka; Radzik-Rant, Aurelia; Rant, Witold; Czauderna, Marian

2013-01-01

Sheep milk is rich in CLA isomers which are biologically active components influencing human health. There are four geometric CLA isomer pairs: cis, trans; trans, cis; trans, trans and cis, cis. The aim of the present study was the analysis of CLA isomer groups content by Ag+-HPLC in milk fat of Zelazneńska (ZS) and Wrzosówka (WS) sheep breeds. The ewes of both breeds were kept under the same environmental and nutritional conditions. Milk samples were collected from 60 suckling ewes (30 from each breed), at the age of 3-4 years and in their 4th week of lactation. A higher total amount of all CLA isomer groups was obtained in milk of ZS ewes, however, this result was statistically insignificant. The percentage of the main c9, t11 isomer in total CLA was higher in Wrzosówka milk (68% vs. 74%). The content of the trans, trans isomer group in milk fat of the studied breeds was similar. The percentage of this group in total CLA in milk of WS and ZS constitutes 7.2% and 7.7%, respectively. The amount of cis,cis isomers in milk fat of ZS was higher thanWS (P < or = 0.01).

Effects of dietary conjugated linoleic acid (CLA), n-3 and n-6 fatty ...

African Journals Online (AJOL)

ajl yemi

2011-11-28

Nov 28, 2011 ... or 7% CLA diets were found to have the most inferior weight gain in grower and finisher phases ... inflammatory response in the growing chicks (Cook et al., ..... broiler performance, serum lipoprotein content, muscle fatty sacid.

Conjugated linoleic acid (CLA. Cis 9, trans 11 and trans 10, cis 12 isomer detection in crude and refined corn oils by capillary GC

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Özlem Tokuşoğlu

2008-06-01

Full Text Available Conjugated linoleic acids (CLAs exhibit protective effects against various types of cancer and heart diseases. With the newly developed capillary gas chromatographic method (GC, cis9, trans11 and trans10, cis12 octadecadienoic acid isomers of CLA (C18:2 were determined in crude and refined corn oils as qualitative and quantitative measurements. Cis 9, trans11 C18:2 (c9, t11 CLA was the major CLA isomer in both oils. It was found that c9, t11 CLA was 0.62% of the total lipid in crude oil and 1.24% of the total lipid in refined oil. Using the refining process, the total CLA was 1.38% whereas that of crude corn oil was 0.62%. An approximate 2.2 fold increase in the total CLA was found in refined oil (n = 9 (p y = 2.782x + 0.046 (R2 = 0.9999] were performed (p El ácido linoleico conjugado (CLA parece exhibir efecto protector frente a enfermedades cardiovasculares y varios tipos de cáncer. En este trabajo, se establece un mátodo analítico mediante cromatografía de gases con columna capilar para la determinación cualitativa y cuantitativa de los isómeros cis 9,trans 11 y trans 10, cis 12 en aceites de maiz crudo y refinado. El isómero cis 9, trans11 C18:2 fue el mayoritario encontrándose en concentraciones de 0.62% en el aceite cru,do y de 1.24 % en el aceite refinado. La cantidad total de CLA encontrada en el aceite refinado (n = 9 (p 2 = 0.9999 y de recuperación [y = 2.782x+0.046 (R2 = 0.9999]. El método cromatográfico propuesto podría ser usado para el control de calidad de los aceites vegetales.

‘Show me the money!’ An insight into the Copyright Licensing Agency (CLA and its interaction with Higher Education Institutions

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Dinusha Mendis

2005-09-01

Full Text Available The aim of this paper will be to provide a case study of the Copyright Licensing Agency (CLA and its inter-action with Higher Education Institutions (HEIs. The paper will begin by introducing and expanding on the concept of higher education institutions and how they have had to adapt to copyright reproduction, especially from the mid twentieth century, with the advent of the photocopy machine. The paper will touch upon the copyright laws that have attempted to regulate copying within HEIs in the UK and consider whether it has been a success or not. The paper will then carry out a study in to CLA and will aim to raise and answer the following question: what really happens to the money that is collected from HEIs by the CLA and distributed through the Authors Licensing and Collecting Society (ALCS and Publishers Licensing Society (PLS? Is the license fee collected from HEIs fairly distributed amongst the right holders? Having looked at both HEIs and collecting societies (CLA specifically, the paper will consider whether collecting societies are the best practical solution we have or whether we are putting up with a system that we have come to know? The UUK v CLA case revealed the dangerous side of collecting societies, especially that of CLA and questioned its motives and aims. In offering a solution, the system in USA will be considered where the US law allows for two or more competing collecting societies in one area. Does competition combat an abuse of a dominant position, which is what we have in the UK and is this the way forward for the UK? Or does competition curtail creativity? Whilst some of these questions have been answered by the author, others have been left open for consideration.

Validation of the large-scale Lagrangian cirrus model CLaMS-Ice by in-situ measurements

Science.gov (United States)

Costa, Anja; Rolf, Christian; Grooß, Jens-Uwe; Afchine, Armin; Spelten, Nicole; Dreiling, Volker; Zöger, Martin; Krämer, Martina

2015-04-01

Cirrus clouds are an element of uncertainty in the climate system and have received increasing attention since the last IPCC reports. The interaction of varying freezing meachanisms, sedimentation rates, temperature and updraft velocity fluctuations and other factors that lead to the formation of those clouds is still not fully understood. During the ML-Cirrus campaign 2014 (Germany), the new cirrus cloud model CLaMS-Ice (see Rolf et al., EGU 2015) has been used for flight planning to direct the research aircraft HALO into interesting cirrus cloud regions. Now, after the campaign, we use our in-situ aircraft measurements to validate and improve this model - with the long-term goal to enable it to simulate cirrus cloud cover globally, with reasonable computing times and sufficient accuracy. CLaMS-Ice consists of a two-moment bulk model established by Spichtinger and Gierens (2009a, 2009b), which simulates cirrus clouds along trajectories that the Lagrangian model CLaMS (McKenna et al., 2002 and Konopka et al. 2007) derived from ECMWF data. The model output covers temperature, pressure, relative humidity, ice water content (IWC), and ice crystal numbers (Nice). These parameters were measured on board of HALO by the following instruments: temperature and pressure by BAHAMAS, total and gas phase water by the hygrometers FISH and SHARC (see Meyer et al 2014, submitted to ACP), and Nice as well as ice crystal size distributions by the cloud spectrometer NIXE-CAPS (see also Krämer et al., EGU 2015). Comparisons of the model results with the measurements yield that cirrus clouds can be successfully simulated by CLaMS-Ice. However, there are sections in which the model's relative humidity and Nice deviate considerably from the measured values. This can be traced back to e.g. the initialization of total water from ECMWF data. The simulations are therefore reinitiated with the total water content measured by FISH. Other possible sources of uncertainties are investigated, as

Contig-Layout-Authenticator (CLA): A Combinatorial Approach to Ordering and Scaffolding of Bacterial Contigs for Comparative Genomics and Molecular Epidemiology.

Science.gov (United States)

Shaik, Sabiha; Kumar, Narender; Lankapalli, Aditya K; Tiwari, Sumeet K; Baddam, Ramani; Ahmed, Niyaz

2016-01-01

A wide variety of genome sequencing platforms have emerged in the recent past. High-throughput platforms like Illumina and 454 are essentially adaptations of the shotgun approach generating millions of fragmented single or paired sequencing reads. To reconstruct whole genomes, the reads have to be assembled into contigs, which often require further downstream processing. The contigs can be directly ordered according to a reference, scaffolded based on paired read information, or assembled using a combination of the two approaches. While the reference-based approach appears to mask strain-specific information, scaffolding based on paired-end information suffers when repetitive elements longer than the size of the sequencing reads are present in the genome. Sequencing technologies that produce long reads can solve the problems associated with repetitive elements but are not necessarily easily available to researchers. The most common high-throughput technology currently used is the Illumina short read platform. To improve upon the shortcomings associated with the construction of draft genomes with Illumina paired-end sequencing, we developed Contig-Layout-Authenticator (CLA). The CLA pipeline can scaffold reference-sorted contigs based on paired reads, resulting in better assembled genomes. Moreover, CLA also hints at probable misassemblies and contaminations, for the users to cross-check before constructing the consensus draft. The CLA pipeline was designed and trained extensively on various bacterial genome datasets for the ordering and scaffolding of large repetitive contigs. The tool has been validated and compared favorably with other widely-used scaffolding and ordering tools using both simulated and real sequence datasets. CLA is a user friendly tool that requires a single command line input to generate ordered scaffolds.

The effect of dietary lipid saturation and monensin-Na on the CLA ...

African Journals Online (AJOL)

One diet contained no ionophore antibiotic and the other monensin-Na included at 165 g/ton. These two basal diets were supplemented, according to a 2 x 3 factorial design, with three lipid sources [i.e. 20 g/kg of either beef tallow, sunflower oil or a CLA oil concentrate] differing in saturation level and fatty acid profile.

Sources alimentaires et consommation estimée de CLA

Directory of Open Access Journals (Sweden)

Combe Nicole

2005-01-01

Full Text Available The term “conjugated linoleic acid” (CLA describes a group of geometrical and positional isomers of linoleic acid (18 : 2 9cis 12cis with double bonds in conjugated position. These isomers are the 18 : 2 8trans 10cis, 18 : 2 9cis 11trans, 18 : 2 10trans 12cis and 18 : 2 11cis 13trans. In human diet, the fats from ruminants are the natural source of these fatty acids (milk, meat…. CLAs is produced by the rumen anaerobic bacteria metabolism of linoleic fatty acid, the 18 : 2 9cis 11trans being the predominant isomer (up to 90% of total CLAs, and named for that reason “rumenic acid”. The CLA richest food is milk (2 - 40 mg/g of fat, depending on the animal feed, as well as butter, dairy products, followed by meat of ruminants. Vegetable oils and margarine contain only small amounts of CLAs (0 - 0.5 mg/g, originating from technological processes. Some significant quantities of CLAs are found in human breast milk, depending on women dietary habits (from 1.9 to 11.2 mg/g. The human consumption levels of CLAs have been estimated in different countries. With food questionnaires of the “3-7 days recall” or “semi-quantitative frequency” types, the population consumption has been estimated between 20 and 500 mg per day, with higher levels in men than in women. In Australia, the dietary intake may reach in some cases 1.5 g/day.

Rumen microbial response in production of CLA and methane to safflower oil in association with fish oil or/and fumarate.

Science.gov (United States)

Li, Xiang Z; Long, Rui J; Yan, Chang G; Lee, Hong G; Kim, Young J; Song, Man K

2011-06-01

Supplementation effect of fish oil and/or fumarate on production of conjugated linoleic acid (CLA) and methane by rumen microbes was examined when incubated with safflower oil. One hundred and twenty milligrams of safflower oil (SO), safflower oil with 24 mg fish oil (SOFO), safflower oil with 24 mmol/L fumarate (SOFA), or safflower oil with 24 mg fish oil and 24 mmol/L fumarate (SOFOFA) were added to the 90 mL culture solution. The culture solution was also made without any supplements (control). The SOFA and SOFOFA increased pH and propionate (C3) compared to other treatments from 3 h incubation time. An accumulated amount of total methane (CH(4) ) for 12 h incubation was decreased by all the supplements compared to control. The concentrations of c9,t11CLA for all the incubation times were increased in the treatments of SOFO, SOFA and SOFOFA compared to SO. The highest concentration of c9,t11CLA was observed from SOFOFA among all the treatments at all incubation times. Overall data indicate that supplementation of combined fumarate and/or fish oil when incubated with safflower oil could depress CH(4) generation and increase production of C(3) and CLA under the condition of current in vitro study. © 2011 The Authors; Animal Science Journal © 2011 Japanese Society of Animal Science.

Solvent-free production of 1,3-diglyceride of CLA: Strategy consideration and protocol design

DEFF Research Database (Denmark)

Guo, Zheng; Sun, Yan

2007-01-01

of eliminating mass transfer resistance, creating effective interaction for a multiple-phase reaction system and yielding an efficient water removal and a faster reaction rate. Hence, vacuum-driven N2 stirring was considered as the best choice among the tested strategies for the production of pure 1......Enzymatic production of a homogeneous 1,3-diglyceride of polyunsaturated fatty acids (PUFAs) was carried out using Novozym 435 as biocatalyst and conjugated linoleic acid (CLA) as a model fatty acid. Three different operation modes, namely, magnetic stirring under vacuum, vacuum-driven N2 bubbling...... incubated with 10–12 mmol CLA for about 3 h at 45–55 °C and a pressure less than 10 mbar, with enzyme loading of 40–70 g l−1. Among the operational parameters, temperature and reaction time were found to have profound effects on the acylmigration and yield of 1,3-diglyceride. Moreover, the enzyme showed...

Nitridation and contrast of B4C/La interfaces and X-ray multilayer optics

NARCIS (Netherlands)

Tsarfati, T.; van de Kruijs, Robbert Wilhelmus Elisabeth; Zoethout, E.; Bijkerk, Frederik

2010-01-01

Chemical diffusion and interlayer formation in thin layers and at interfaces is of increasing influence in nanoscopic devices such as nano-electronics, magneto-optical storage and multilayer X-ray optics. We show that with the nitridation of reactive B4C/La interfaces, both the chemical and optical

Effect of CLA and other C18 unsaturated fatty acids on DGAT in bovine milk fat biosynthetic systems.

Science.gov (United States)

Sørensen, Brent M; Chris Kazala, E; Murdoch, Gordon K; Keating, Aileen F; Cruz-Hernandez, Cristina; Wegner, Jochen; Kennelly, John J; Okine, Erasmus K; Weselake, Randall J

2008-10-01

Production of dairy products with increased amounts of nutraceutic FA such as conjugated linoleic acid (CLA) represents a recent approach for dairy producers and processors to increase the value of their products. The effect of CLA and other FA on the expression of diacylglycerol acyltransferase-1 (DGAT-1) and DGAT-2, and DGAT activity were investigated in bovine mammary gland epithelial (MAC-T) cells. DGAT gene expression analyses were also conducted using bovine mammary gland tissue from dairy cows. In the studies with MAC-T cells, there were no significant effects of CLA isomers or other FA on DGAT1 expression, whereas all FA tested showed enhanced DGAT2 expression (P < 0.05 to P < 0.001), with alpha-linolenic acid (alpha-18:3) having the greatest effect. Additionally, DGAT2 expression was co-ordinated with expression of lysophosphatidic acid acyltransferase (LPAAT), an observation that was also apparent in mammary gland from lactating dairy cows. In contrast, treatment of MAC-T cells with trans-10, cis-12 18:2 or alpha-18:3 resulted in a significant (P < 0.05) decrease in overall DGAT enzyme activity, although the mechanisms resulting in these effects are unclear. Competition assays using microsomes from bovine mammary gland tissue and 1-[(14)C]oleoyl-CoA suggested that DGAT activity was more selective for oleoyl (cis-9 18:1)-CoA than cis-9, trans-11 18:2-, trans-10, cis-12 18:2- or cis-9, cis-12 18:2-CoA. Collectively, the results suggest the relationship between trans-10, cis-12 18:2 and reduced TAG production in bovine milk is not linked to the production of DGAT1 or DGAT2 transcripts, but probably involves effects of this CLA isomer at events beyond transcription, such as post-translational and/or enzyme activity effects.

Effects of dietary conjugated linoleic acid (CLA), n-3 and n-6 fatty ...

African Journals Online (AJOL)

An experiment was conducted on broiler chickens to study the effects of conjugated linoleic acid (CLA), fish oil, soybean oil or their mixtures (at 7% for single and 3.5% + 3.5% for mixtures) as well as up 12% dosage of palm oil, on the performance and carcass traits of broiler chickens. The chicks fed 7% fish oil or 7% CLA ...

Effectiveness of α-, γ- and δ-Tocopherol in a CLA-Rich Oil

Directory of Open Access Journals (Sweden)

Gloria Márquez-Ruiz

2014-03-01

Full Text Available Conjugated linoleic acid (CLA is a mixture of positional and geometric isomers of octadecadienoic acid with conjugated double bounds. Positive health properties have been attributed to some isomers, such as anticarcinogenic activity, antiartherosclerotic effects and reduction of body fat gain. Hence, oils rich in CLA such as Tonalin® oil (TO, normally obtained through alkaline isomerization of safflower oil (SO, an oil rich in linoleic acid (LA, are currently used in functional foods. However, special care must be taken to protect them from oxidation to ensure the quality of the supplemented foods. The objective of this work was to evaluate the oxidation and effectiveness of different tocopherol homologues (α-, γ- and δ-, alone or in combination with synergists (ascorbyl palmitate and lecithin, in TO compared to SO at different conditions, ambient temperature (25 °C and accelerated conditions in Rancimat (100 °C. The oils, the oils devoid of their antioxidants and the latter containing the antioxidants added were assayed. Results showed great differences between SO and TO in terms of formation of hydroperoxides and polymers and also in the effectiveness of tocopherols to delay oxidation. TO showed higher levels of polymerization and, in general, the effectiveness of tocopherol homologues, alone or in combination with synergists, was also lower in the TO.

Screening of a lactobacillus plantarum mutant with high cla productivity induced by n+ implantation

International Nuclear Information System (INIS)

Li Shurong; Meng Xianjun; Zhang Tao; Zhao Hongwei; Lu Jiaping; Zhao Yun; Gao Yanhong; Li Qingpeng

2009-01-01

The initial lactic acid bacteria strain A6-1 was treated by N + ions implantation of 50 keV with doses of 1 x 10 13 , 3 x 10 13 , 5 x 10 13 , 8 x 10 13 , 10 x 10 13 , 30 x 10 13 , 50 x 10 13 , 80 x 10 13 , and 100 x 10 13 ions/cm 2 . The survival curve showed a saddle model, and the high survival rate was 20% ∼ 35% from the treatments of 30 x 10 13 ions/cm 2 and 50 x 10 13 ions/cm 2 implantation. Considering the survival rate, positive mutation and range of mutation rate, N + ions implantation of 30 x 10 13 ions/cm 2 was recommended for mutation breeding of lactic acid bacteria. Selected mutants with high ability of producing CLA after fermentation. Generic stable was observed until 8 generations of F mutant, and average yield of CLA was 162.5 μg/ml, which was 69.87% higher than the original stain. F mutant was named A6-1F. (authors)

Determination of conjugated linoleic acid (CLA) concentrations in milk chocolate.

Science.gov (United States)

Hurst, W J; Tarka, S M; Dobson, G; Reid, C M

2001-03-01

The fatty acids from a series of milk-chocolate-based confectionery samples were analyzed as methyl esters by GC to determine the presence and amount of conjugated linoleic acid (CLA). A single peak corresponding to the 9-cis,11-trans isomer and ranging from less than 0.1% to nearly 0.2% of the total fatty acids, corresponding to up to 0.3 mg per g of chocolate, was observed. One of the chocolate extracts and a milk extract were subjected to silver ion HPLC and GC-MS in order to confirm the identity of the major isomer and tentatively identity minor isomers.

Effect of different pastures on CLA content in milk and sheep cheese

Directory of Open Access Journals (Sweden)

G. Piredda

2011-03-01

Full Text Available It is known that milk composition included conjugated linoleic acid (CLA is affected by animal feeding system (Cabiddu et al., 2001. In Sardinia dairy sheep feeding is mainly based on pastures. Most of them are characterised by self-regenerating species, like annual ryegrass (Lolium rigidum Gaudin and burr medic (Medicago polymorpha L.. Non conventional species belonging to the Compositae family such as (Chrysanthemum coronarium L. seem interesting for sheep feeding when other herbages decrease in quality (late spring- early summer...

Coloured Letters and Numbers (CLaN): A reliable factor-analysis based synaesthesia questionnaire

OpenAIRE

Rothen Nicolas; Tsakanikos Elias; Meier Beat; Ward Jamie

2013-01-01

Synaesthesia is a heterogeneous phenomenon even when considering one particular sub type. The purpose of this study was to design a reliable and valid questionnaire for grapheme colour synaesthesia that captures this heterogeneity. By the means of a large sample of 628 synaesthetes and a factor analysis we created the Coloured Letters and Numbers (CLaN) questionnaire with 16 items loading on 4 different factors (i.e. localisation automaticity/attention deliberate use and longitudinal changes)...

Dissimilarity-based multiple instance learning

DEFF Research Database (Denmark)

Sørensen, Lauge; Loog, Marco; Tax, David M. J.

2010-01-01

In this paper, we propose to solve multiple instance learning problems using a dissimilarity representation of the objects. Once the dissimilarity space has been constructed, the problem is turned into a standard supervised learning problem that can be solved with a general purpose supervised cla...... between distributions of within- and between set point distances, thereby taking relations within and between sets into account. Experiments on five publicly available data sets show competitive performance in terms of classification accuracy compared to previously published results....

Oxidative stability of structured lipids containing C18:0, C18:1, C18:2, C18:3 or CLA in sn 2-position - as bulk lipids and in milk drinks

DEFF Research Database (Denmark)

Timm Heinrich, Maike; Nielsen, Nina Skall; Xu, Xuebing

2004-01-01

In this study, we compared the oxidative stability of a specific structured lipid (SL) containing conjugated linoleic acid (CLA) in the sn2-position with SL containing other C18 fatty acids of different degree of unsaturation (stearic, oleic, linoleic or linolenic acid). SL was produced...... by enzymatic interesterification with caprylic acid. Oxidative stability was compared in the five lipids themselves and in milk drinks containing 5% of the different SL. During storage, samples were taken for chemical and physical analyses. Moreover, sensory assessments were performed on milk drinks....... The oxidative stability of our SL was very different when comparing (a) bulk lipids and milk drink and (b) the five different batches of each product. SL based on oleic acid was the most unstable as bulk lipid, while SL based on linoleic acid was the most unstable in milk drink. SL based on CLA was the second...

Effects of dietary CLA supplementation, parity and different concentrate levels before calving on immunoglobulin G1, G2 and M concentrations in dairy cows.

Science.gov (United States)

Eger, Melanie; Horn, Jana; Hussen, Jamal; Schuberth, Hans-Joachim; Scharf, Maria; Meyer, Ulrich; Dänicke, Sven; Bostedt, Hartwig; Breves, Gerhard

2017-10-01

Peripartal dairy cows exhibit a higher susceptibility for infectious diseases, which might be linked to the negative energy balance occurring at the onset of lactation. A dietary supplementation of conjugated linoleic acids (CLA) may reduce milk fat yield and subsequently lower the energy deficit. The utilization of immunoglobulins (Ig) for colostrogenesis might impair humoral immunity in peripartal dairy cows; therefore this study investigated the effects of a CLA supplement, parity and different dietary energy levels on plasma and colostrum IgG1, IgG2 and IgM levels in dairy cows and their calves. Blood samples were collected from 64 cows from 21days before until 56days after parturition and colostrum samples for the first 3days of lactation. Plasma immunoglobulin concentrations of 19 calves were determined before colostrum uptake. Neither plasma IgG1, nor IgG2 levels were affected by CLA or dietary energy level. However, immunoglobulin levels were affected by parity. Heifers possessed the lowest IgG1 concentrations. IgG2 concentrations were highest in cows with 2 lactations prior to parturition and in heifers after parturition. Plasma IgM levels were characterized by a sharp decrease 3days prior to parturition and were scarcely affected by the feeding regimen or parity. Generally, immunoglobulin levels appear to be mostly independent from the peripartal energy balance of the cows and are not influenced by dietary CLA. However, pronounced differences among parities for IgG1 and IgG2 were revealed which should be further evaluated. Copyright © 2017 Elsevier Ltd. All rights reserved.

EFSA Panel on Dietetic Products, Nutrition and Allergi es (NDA) ; Scientific Opinion - Statement on the safety of the “conjugated linoleic acid (CLA) - rich oils” Clarinol ® and Tonalin TG 80 as Novel Food ingredients

DEFF Research Database (Denmark)

Tetens, Inge

that the additional information provided does not contain evidence thath would modify its previous conclusions regarding the effects of CLA on insulin sensitivity/glucose metabolism, blood lipids, lipid peroxidation, or subclinical inflammation. The Panel also considers that the new studies provided do not address......Following a request from the European Commission, the Panel on Dietetic Products, Nutrition and Allergies was asked to update its opinions on the safety of the conjugated linoleic acid (CLA)-rich oils Clarinol® and Tonalin® TG 80 as Novel Food ingredients in the light of additional information...... uses and daily doses for up to six months. The safety of CLA consumption for periods longer than six months has not been established under the proposed conditions of use. The safety of CLA consumption by type-2 diabetic subjects has not been established. © European Food Safety Authority, 2012...

Mammary cell turnover and expression of lipogenic genes in response to silage induced CLA and diet energy density in lactating cows

DEFF Research Database (Denmark)

Nørgaard, J V; Baumgard, L H; Nielsen, T Skau

2008-01-01

The objective of this experiment was to investigate possible effects of silage induced differences in milk conjugated linoleic acids (CLA) and diet energy density on cell turnover and production capacity in the mammary gland. Cows were given high levels of canola fat and fed either grass or maize...

Análise espectral do vento no Centro de Lançamento de Alcântara (CLA Spectral analysis of the surface winds at the Alcântara Lauching Center (CLA

Directory of Open Access Journals (Sweden)

Roberto Magnago

2010-06-01

Full Text Available Neste trabalho analisam-se as características espectrais da turbulência atmosférica na região do Centro de Lançamento de Alcântara (CLA, que sofre a influência de uma falésia e da brisa marítima provinda do oceano, visando obter informações sobre a estrutura turbulenta do local. Determinaram-se os espectros das 3 componentes do vento (u, v e w na camada limite superficial sobre esse terreno homogêneo, visando aplicações no Projeto e Desenvolvimento dos foguetes de sondagem e do Veículo Lançador de Satélite (VLS realizado pelo IAE. Os dados foram coletados no mês de agosto do ano de 1999 através de um anemômetro sônico tridimensional. Também se obteve resultados envolvendo as relações σu/u*, σv/u* e σw/u*, todos condizentes com os previstos na literatura.In this work is analyzed the spectral characteristics of atmospheric turbulence in the Alcântara Launching Center (CLA, which suffers the influence of a cliff and of the sea breeze coming from the ocean. The atmospheric spectra were determined for the 3 wind components (u, v, and w in the superficial boundary layer, to be used for the Research and Developpment (R&D of sounding rockets and Satellite Launch Vehicle (VLS build by IAE. The data were collected during the month of August, 1999 using a 3D sonic anemometer. Results involving the σu/u*, σv/u* and σw/u* relations are obtained, and are all consistent with those reported in literature.

A hybrid gene selection approach for microarray data classification using cellular learning automata and ant colony optimization.

Science.gov (United States)

Vafaee Sharbaf, Fatemeh; Mosafer, Sara; Moattar, Mohammad Hossein

2016-06-01

This paper proposes an approach for gene selection in microarray data. The proposed approach consists of a primary filter approach using Fisher criterion which reduces the initial genes and hence the search space and time complexity. Then, a wrapper approach which is based on cellular learning automata (CLA) optimized with ant colony method (ACO) is used to find the set of features which improve the classification accuracy. CLA is applied due to its capability to learn and model complicated relationships. The selected features from the last phase are evaluated using ROC curve and the most effective while smallest feature subset is determined. The classifiers which are evaluated in the proposed framework are K-nearest neighbor; support vector machine and naïve Bayes. The proposed approach is evaluated on 4 microarray datasets. The evaluations confirm that the proposed approach can find the smallest subset of genes while approaching the maximum accuracy. Copyright © 2016 Elsevier Inc. All rights reserved.

Quantitative and qualitative determination of CLA produced by bifidobacterium and lactic acid bacteria by combining spectrophotometric and Ag+-HPLC techniques

OpenAIRE

Rodríguez-Alcalá, Luis M.; Braga, Teresa; Malcata, F. Xavier; Gomes, Ana; Fontecha, Javier

2011-01-01

Bifidobacterium and lactic acid bacteria (LAB), especially from the genera Lactobacillus and Lactococcus, are commonly used in the production of fermented dairy products due to their potential probiotic characteristics. Moreover, some strains of these microorganisms also have the ability to produce conjugated linoleic acid (CLA) from linoleic acid (LA), which has attracted much attention as a novel type of beneficial functional fermented milk. In the present work 22 probiotic bact...

Effet d’un régime riche en acides gras ω3 et en CLA 9-cis, 11-trans sur l’insulinorésistance et les paramètres du diabète de type 2

Directory of Open Access Journals (Sweden)

Schmitt Bernard

2006-01-01

Full Text Available The prevalence of type 2 diabetes, a pathology mainly induced by nutrition is increasing. In vivo studies on rat have demonstrated the interest of n-3 long chains polyunsaturated fatty acids (n-3 LC PUFA and conjugated linoleic acids (CLA in the diet to improve insulin sensibility. This study investigates the effect of a diet with products (linseed enriched livestock diet products and linseed bread naturally enriched in n-3 PUFA and CLA 9-cis, 11-trans on glycemic parameters of type 2 diabetics. 44 type 2 diabetics were randomised in three parallel groups and followed a particular diet during 100 days. The three diets: diet A (n = 13, enriched in n-3 PUFA via bread, eggs and pastas, diet B (n = 13, enriched in n-3 PUFA and richer in conjugated linoleic acids (CLA via bread, eggs, pastas, beef meat and dairy products and diet T (n = 18, standard, were otherwise similar in energy (1970 kcal per day and type of food. The serum value of the ALA is significantly higher for group A and B and the CLA serum value is significantly higher for the group B only at the end of the study. At the end of the study, fasting insulinemia is lower in group B compared with group A (p = 0,06 and T (p < 0,05 while glycemia does not differ between groups. Insulin resistance is also lower in group B compared with groups A and T, but the differences do not reach significance (p = 0,08 and p = 0,1 respectively. These results suggest the potential implication of CLA 9-cis, 11-trans in a diet rich in ALA in the improvement of insulin sensitivity.

Assessing Assessment: In Pursuit of Meaningful Learning

Science.gov (United States)

Rootman-le Grange, Ilse; Blackie, Margaret A. L.

2018-01-01

The challenge of supporting the development of meaningful learning is prevalent in chemistry education research. One of the core activities used in the learning process is assessments. The aim of this paper is to illustrate how the semantics dimension of Legitimation Code Theory can be a helpful tool to critique the quality of assessments and…

RESEPSI KESADARAN BERBAHASA SECARA KRITIS DALAM AKTIVITAS PENULISAN FIKSI GURU DAN SISWA

Directory of Open Access Journals (Sweden)

Suminto Sayuti

2013-01-01

Full Text Available This study aims to describe the reception of critical language awareness (CLA in the fiction writing process among senior high school (SHS teachers and students. It was a content analysis supported by qualitative data collected through focus group discussions. The subjects were SHS teachers and students in Yogyakarta Special Territory. The data analysis in the process of interpreting meanings of their works was based on the CLA elements. The findings showed that their reception of CLA in fiction writing was reflected in both the process and the outcome. The teachers were still not optimal enough in developing methods, using media, and selecting the assessment system in the learning of fiction writing. Most of the students’ works did not reveal the awareness of the importance of language power and self-position as writers.

Assessing learning at the workplace

NARCIS (Netherlands)

Evers, Arnoud

2018-01-01

• Defining learning at the workplace • Assessing learning at the workplace • Facilitating learning at the workplace: - Structure - Culture - Leadership - Personal factors • Conclusions • Discussion

Characterizing College Science Assessments: The Three-Dimensional Learning Assessment Protocol.

Science.gov (United States)

Laverty, James T; Underwood, Sonia M; Matz, Rebecca L; Posey, Lynmarie A; Carmel, Justin H; Caballero, Marcos D; Fata-Hartley, Cori L; Ebert-May, Diane; Jardeleza, Sarah E; Cooper, Melanie M

2016-01-01

Many calls to improve science education in college and university settings have focused on improving instructor pedagogy. Meanwhile, science education at the K-12 level is undergoing significant changes as a result of the emphasis on scientific and engineering practices, crosscutting concepts, and disciplinary core ideas. This framework of "three-dimensional learning" is based on the literature about how people learn science and how we can help students put their knowledge to use. Recently, similar changes are underway in higher education by incorporating three-dimensional learning into college science courses. As these transformations move forward, it will become important to assess three-dimensional learning both to align assessments with the learning environment, and to assess the extent of the transformations. In this paper we introduce the Three-Dimensional Learning Assessment Protocol (3D-LAP), which is designed to characterize and support the development of assessment tasks in biology, chemistry, and physics that align with transformation efforts. We describe the development process used by our interdisciplinary team, discuss the validity and reliability of the protocol, and provide evidence that the protocol can distinguish between assessments that have the potential to elicit evidence of three-dimensional learning and those that do not.

Validity in assessment of prior learning

DEFF Research Database (Denmark)

Wahlgren, Bjarne; Aarkrog, Vibe

2015-01-01

, the article discusses the need for specific criteria for assessment. The reliability and validity of the assessment procedures depend on whether the competences are well-defined, and whether the teachers are adequately trained for the assessment procedures. Keywords: assessment, prior learning, adult...... education, vocational training, lifelong learning, validity...

Characterizing College Science Assessments: The Three-Dimensional Learning Assessment Protocol

Science.gov (United States)

Underwood, Sonia M.; Matz, Rebecca L.; Posey, Lynmarie A.; Carmel, Justin H.; Caballero, Marcos D.; Fata-Hartley, Cori L.; Ebert-May, Diane; Jardeleza, Sarah E.; Cooper, Melanie M.

2016-01-01

Many calls to improve science education in college and university settings have focused on improving instructor pedagogy. Meanwhile, science education at the K-12 level is undergoing significant changes as a result of the emphasis on scientific and engineering practices, crosscutting concepts, and disciplinary core ideas. This framework of “three-dimensional learning” is based on the literature about how people learn science and how we can help students put their knowledge to use. Recently, similar changes are underway in higher education by incorporating three-dimensional learning into college science courses. As these transformations move forward, it will become important to assess three-dimensional learning both to align assessments with the learning environment, and to assess the extent of the transformations. In this paper we introduce the Three-Dimensional Learning Assessment Protocol (3D-LAP), which is designed to characterize and support the development of assessment tasks in biology, chemistry, and physics that align with transformation efforts. We describe the development process used by our interdisciplinary team, discuss the validity and reliability of the protocol, and provide evidence that the protocol can distinguish between assessments that have the potential to elicit evidence of three-dimensional learning and those that do not. PMID:27606671

Precision Learning Assessment: An Alternative to Traditional Assessment Techniques.

Science.gov (United States)

Caltagirone, Paul J.; Glover, Christopher E.

1985-01-01

A continuous and curriculum-based assessment method, Precision Learning Assessment (PLA), which integrates precision teaching and norm-referenced techniques, was applied to a math computation curriculum for 214 third graders. The resulting districtwide learning curves defining average annual progress through the computation curriculum provided…

Effect of tanniniferous Terminalia chebula extract on rumen biohydrogenation, ∆(9)-desaturase activity, CLA content and fatty acid composition in longissimus dorsi muscle of kids.

Science.gov (United States)

Rana, Madhu Suman; Tyagi, A; Hossain, Sk Asraf; Tyagi, A K

2012-03-01

Conjugated linoleic acid, a fatty acid found in milk fat and ruminant meat is one of the functional food components. Modifying fatty acid composition so as to increase CLA and other beneficial PUFA/MUFA level and reducing SFA levels might be a key to enhance the neutraceutical and therapeutic value of ruminant-derived food products. In the present experiment, the effect of supplementation of polyphenol rich Terminalia chebula plant extract at different concentrations (1.06g/kg and 3.18g/kg of body weight in T1 and T2 groups, respectively) was investigated on fatty acid composition of rumen fluid, plasma, intramuscular fat and Δ9-desaturase activity in longissimus dorsi muscle of crossbred kids. Total MUFA and PUFA content in muscle were enhanced by 25 and 35%, respectively, whereas SFA was reduced by 20% thereby improving the desaturation index. Δ9-desaturase activity also increased by 47% resulting in an enhancement of total CLA content (58.73%) in muscle. Copyright © 2011 Elsevier Ltd. All rights reserved.

Technology enhanced peer learning and peer assessment

DEFF Research Database (Denmark)

Henriksen, Christian Bugge; Bregnhøj, Henrik; Rosthøj, Susanne

2016-01-01

This paper explores the application of learning designs featuring formalised and structured technology enhanced peer learning. These include student produced learning elements, peer review discussions and peer assessment in the BSc/MSc level summer course Restoration of European Ecosystems...... and Freshwaters (REEF), the Master thesis preparation seminars for the Master of Public Health (MPH) and the MOOC course Global Environmental Management (GEM). The application of student produced learning elements and peer review discussions is investigated by analyzing quotes from course evaluations...... and performing focus group interviews. The application of peer assessment is investigated by analyzing the agreement of peer assessment between students assessing the same assignment. Our analyses confirm previous research on the value of peer learning and peer assessment and we argue that there could also...

Development and Evaluation of a Computer-Based Learning Environment for Teachers: Assessment of Learning Strategies in Learning Journals

Directory of Open Access Journals (Sweden)

Inga Glogger

2013-01-01

Full Text Available Training teachers to assess important components of self-regulated learning such as learning strategies is an important, yet somewhat neglected, aspect of the integration of self-regulated learning at school. Learning journals can be used to assess learning strategies in line with cyclical process models of self-regulated learning, allowing for rich formative feedback. Against this background, we developed a computer-based learning environment (CBLE that trains teachers to assess learning strategies with learning journals. The contents of the CBLE and its instructional design were derived from theory. The CBLE was further shaped by research in a design-based manner. Finally, in two evaluation studies, student teachers (N1=44; N2=89 worked with the CBLE. We analyzed satisfaction, interest, usability, and assessment skills. Additionally, in evaluation study 2, effects of an experimental variation on motivation and assessment skills were tested. We found high satisfaction, interest, and good usability, as well as satisfying assessment skills, after working with the CBLE. Results show that teachers can be trained to assess learning strategies in learning journals. The developed CBLE offers new perspectives on how to support teachers in fostering learning strategies as central component of effective self-regulated learning at school.

Stimulating Learning with Integrated Assessments in Construction Education

Directory of Open Access Journals (Sweden)

Imriyas Kamardeen

2014-09-01

Full Text Available Quality of learning students experience is heavily dependent on the effectiveness of course design. Assessments are a key component in course design and students determine their level of involvement in a learning activity based on whether it is assessed or not. Assessments are therefore a powerful tool that lecturers can utilise to drive learning. However, designing effective assessments to stimulate learning is challenging in the presence of disciplinary, contextual dimensions. A case study approach is adopted to demonstrate how effective integrated assessment schemes may be developed and implemented for construction education. The scheme in the case study amalgamated case-based learning, online quizzes and adaptive eTests to provide a variety of assessments, aligned with lecture topics and contemporary real-word scenarios. It was found that the presence of both formative and summative tasks in the assessment scheme complemented each other, kept students constantly motivated and engaged in learning, and resulted in a good learning experience for them. The study provide evidence, and valuable insights and tips for lecturers in similar degree programs as to how they could modify pedagogical styles in their courses for better learning experiences for students and improved teaching ratings for themselves. Keywords: Pedagogy, Integrated assessment, Case-based learning, Online quiz, Adaptive eLearning

Stimulating Learning with Integrated Assessments in Construction Education

Directory of Open Access Journals (Sweden)

Imriyas Kamardeen

2014-09-01

Full Text Available Quality of learning students experience is heavily dependent on the effectiveness of course design. Assessments are a key component in course design and students determine their level of involvement in a learning activity based on whether it is assessed or not. Assessments are therefore a powerful tool that lecturers can utilise to drive learning. However, designing effective assessments to stimulate learning is challenging in the presence of disciplinary, contextual dimensions. A case study approach is adopted to demonstrate how effective integrated assessment schemes may be developed and implemented for construction education. The scheme in the case study amalgamated case-based learning, online quizzes and adaptive eTests to provide a variety of assessments, aligned with lecture topics and contemporary real-word scenarios. It was found that the presence of both formative and summative tasks in the assessment scheme complemented each other, kept students constantly motivated and engaged in learning, and resulted in a good learning experience for them. The study provide evidence, and valuable insights and tips for lecturers in similar degree programs as to how they could modify pedagogical styles in their courses for better learning experiences for students and improved teaching ratings for themselves.   Keywords: Pedagogy, Integrated assessment, Case-based learning, Online quiz, Adaptive eLearning

Assessment of Learning Strategies: Self-Report Questionnaire or Learning Task

Science.gov (United States)

Kikas, Eve; Jõgi, Anna-Liisa

2016-01-01

Two types of assessment instruments were developed to assess middle school students' learning strategies, and their effectiveness in predicting various learning outcomes was examined. The participants were 565 middle school students. Three subscales (rehearsal, organization, elaboration) from the "Motivated Strategies for Learning…

Bootcamp EMMA MOOC Assessment for learning in practice

NARCIS (Netherlands)

Firssova, Olga; Brouns, Francis

2016-01-01

Formative assessment or assessment for learning is a relevant theme for teachers and educationalists. Formative assessment is a valuable tool for supporting the learning process. It is applied during learning and offers you more and better opportunities to guide your students. Formative assessment

Increasing Student Metacognition and Learning through Classroom-Based Learning Communities and Self-Assessment

Directory of Open Access Journals (Sweden)

Amy Siegesmund

2016-05-01

Full Text Available Student overconfidence challenges success in introductory biology. This study examined the impact of classroom learning communities and self-assessment on student metacognition and subsequent impact on student epistemological beliefs, behaviors, and learning. Students wrote weekly self-assessments reflecting on the process of learning and received individual feedback. Students completed a learning strategies inventory focused on metacognition and study behaviors at the beginning and end of the semester and a Student Assessment of their Learning Gains (SALG at the end of the semester. Results indicated significant changes in both metacognition and study behaviors over the course of the semester, with a positive impact on learning as determined by broad and singular measures. Self-assessments and SALG data demonstrated a change in student beliefs and behaviors. Taken together, these findings argue that classroom learning communities and self-assessment can increase student metacognition and change student epistemological beliefs and behaviors.

Approaching Assessment from a Learning Perspective: Elevating Assessment beyond Technique

Science.gov (United States)

Simms, Michele; George, Beena

2014-01-01

Assessment is a key process in assuring quality education but how is it linked to the scholarship of teaching and learning (SoTL)? How can we join teaching and learning to the assessment process rather than view it as a stand-alone component in course and/or program development? This paper explores the relationship between assessment and the SoTL…

Assessing Learned Helplessness in Poor Readers.

Science.gov (United States)

Winograd, Peter; Niquette, Garland

1988-01-01

Feelings of helplessness can impact on learning to read. This research review illustrates problems in assessing learned helplessness, including instrumentation inadequacies, lack of comprehensive causal schemes, context specificity, etc. Observations of and discussions with the child are recommended in the assessment process. Guidelines for…

Response to Ecological Risk Assessment Forum Request for Information on the Benefits of PCB Congener-Specific Analyses

Science.gov (United States)

In August, 2001, the Ecological Risk Assessment Forum (ERAF) submitted a formal question to the Ecological Risk Assessment Support Center (ERASC) on the benefits of evaluating PCB congeners in environmental samples. This question was developed by ERAF members Bruce Duncan and Cla...

STAYGREEN (CsSGR) is a candidate for the anthracnose (Colletotrichum orbiculare) resistance locus cla in Gy14 cucumber.

Science.gov (United States)

Pan, Junsong; Tan, Junyi; Wang, Yuhui; Zheng, Xiangyang; Owens, Ken; Li, Dawei; Li, Yuhong; Weng, Yiqun

2018-04-21

Map-based cloning identified a candidate gene for resistance to the anthracnose fungal pathogen Colletotrichum orbiculare in cucumber, which reveals a novel function for the highly conserved STAYGREEN family genes for host disease resistance in plants. Colletotrichum orbiculare is a hemibiotrophic fungal pathogen that causes anthracnose disease in cucumber and other cucurbit crops. No host resistance genes against the anthracnose pathogens have been cloned in crop plants. Here, we reported fine mapping and cloning of a resistance gene to the race 1 anthracnose pathogen in cucumber inbred lines Gy14 and WI 2757. Phenotypic and QTL analysis in multiple populations revealed that a single recessive gene, cla, was underlying anthracnose resistance in both lines, but WI2757 carried an additional minor-effect QTL. Fine mapping using 150 Gy14 × 9930 recombinant inbred lines and 1043 F 2 individuals delimited the cla locus into a 32 kb region in cucumber Chromosome 5 with three predicted genes. Multiple lines of evidence suggested that the cucumber STAYGREEN (CsSGR) gene is a candidate for the anthracnose resistance locus. A single nucleotide mutation in the third exon of CsSGR resulted in the substitution of Glutamine in 9930 to Arginine in Gy14 in CsSGR protein which seems responsible for the differential anthracnose inoculation responses between Gy14 and 9930. Quantitative real-time PCR analysis indicated that CsSGR was significantly upregulated upon anthracnose pathogen inoculation in the susceptible 9930, while its expression was much lower in the resistant Gy14. Investigation of allelic diversities in natural cucumber populations revealed that the resistance allele in almost all improved cultivars or breeding lines of the U.S. origin was derived from PI 197087. This work reveals an unknown function for the highly conserved STAYGREEN (SGR) family genes for host disease resistance in plants.

Assessment for learning in innovation and entrepreneurship education

DEFF Research Database (Denmark)

Rasmussen, Radmila M.

2017-01-01

Purpose This chapter exemplifies how assessment is performed in innovation and entrepreneurship (I&E) at the university education and how educators apply and view formative assessment as an important tool in enhancing students’ learning outcomes. Methodology/approach A case study methodology...... to conduct assessment that stimulates students learning in I&E-education. Originality/value Considering that the research on how assessment in I&E-education impacts students learning is limited, this study provides important contribution by identifying links between formative assessment types and enhancement...... responsible educators focusing on alignment between learning goals, assessment forms and criteria, and feedback. Findings The analysis shows that educators emphasize the importance of formative and learner-centered assessment forms alongside summative, credit-giving assessment. Educators experience...

Triangulating Assessment of Online Collaborative Learning

Science.gov (United States)

Lock, Jennifer; Johnson, Carol

2015-01-01

Collaboration plays an integral role in the construction of knowledge in online learning environments. A supportive foundation for learning can be created through the intentional design of formative and summative assessments that embrace self-, peer-, and instructor assessment practices. The purpose of this article is to: (1) examine current…

Systemic Assessment as a new tool for assessing students learning ...

African Journals Online (AJOL)

Systemic Assessment [SA] has been shown to be highly effective new tool in raising the level of students academic achievements, improve their ability to learn by enhancing the process of teaching and learning, and converts students from surface to deep learning. It also allow teacher to monitor students learning ...

Public policies: right to learn and formative assessment

Directory of Open Access Journals (Sweden)

Antonio Chizzotti

2016-09-01

Full Text Available This paper deals with the right to learn in school type education and considers the assessment as assurance of teaching and learning quality. It deals with the current evaluation processes and discriminatory misconceptions of merely summative assessments, which tend to qualify students. This text evaluates the punitive bias of meritocratic grading of learning and argues that only formative assessment can ensure the right to learn

Human Spaceflight Conjunction Assessment: Lessons Learned

Science.gov (United States)

Smith, Jason T.

2011-01-01

This viewgraph presentation reviews the process of a human space flight conjunction assessment and lessons learned from the more than twelve years of International Space Station (ISS) operations. Also, the application of these lessons learned to a recent ISS conjunction assessment with object 84180 on July 16, 2009 is also presented.

ProClaT, a new bioinformatics tool for in silico protein reclassification: case study of DraB, a protein coded from the draTGB operon in Azospirillum brasilense.

Science.gov (United States)

Rubel, Elisa Terumi; Raittz, Roberto Tadeu; Coimbra, Nilson Antonio da Rocha; Gehlen, Michelly Alves Coutinho; Pedrosa, Fábio de Oliveira

2016-12-15

Azopirillum brasilense is a plant-growth promoting nitrogen-fixing bacteria that is used as bio-fertilizer in agriculture. Since nitrogen fixation has a high-energy demand, the reduction of N 2 to NH 4 + by nitrogenase occurs only under limiting conditions of NH 4 + and O 2 . Moreover, the synthesis and activity of nitrogenase is highly regulated to prevent energy waste. In A. brasilense nitrogenase activity is regulated by the products of draG and draT. The product of the draB gene, located downstream in the draTGB operon, may be involved in the regulation of nitrogenase activity by an, as yet, unknown mechanism. A deep in silico analysis of the product of draB was undertaken aiming at suggesting its possible function and involvement with DraT and DraG in the regulation of nitrogenase activity in A. brasilense. In this work, we present a new artificial intelligence strategy for protein classification, named ProClaT. The features used by the pattern recognition model were derived from the primary structure of the DraB homologous proteins, calculated by a ProClaT internal algorithm. ProClaT was applied to this case study and the results revealed that the A. brasilense draB gene codes for a protein highly similar to the nitrogenase associated NifO protein of Azotobacter vinelandii. This tool allowed the reclassification of DraB/NifO homologous proteins, hypothetical, conserved hypothetical and those annotated as putative arsenate reductase, ArsC, as NifO-like. An analysis of co-occurrence of draB, draT, draG and of other nif genes was performed, suggesting the involvement of draB (nifO) in nitrogen fixation, however, without the definition of a specific function.

Technology enhanced peer learning and peer assessment

DEFF Research Database (Denmark)

Henriksen, Christian Bugge; Bregnhøj, Henrik; Rosthøj, Susanne

2016-01-01

This paper explores the application of learning designs featuring formalised and structured technology enhanced peer learning. These include student produced learning elements, peer review discussions and peer assessment in the BSc/MSc level summer course Restoration of European Ecosystems and Fr...... be a huge benefit from developing learning design patterns that facilitate informal peer learning and reinforce knowledge sharing practices.......This paper explores the application of learning designs featuring formalised and structured technology enhanced peer learning. These include student produced learning elements, peer review discussions and peer assessment in the BSc/MSc level summer course Restoration of European Ecosystems...... and Freshwaters (REEF), the Master thesis preparation seminars for the Master of Public Health (MPH) and the MOOC course Global Environmental Management (GEM). The application of student produced learning elements and peer review discussions is investigated by analyzing quotes from course evaluations...

Tracing Assessment for learning Capability in Teachers (TACT)

DEFF Research Database (Denmark)

Otrel-Cass, Kathrin; Agerbo, Jette Nørgaard; Skipper-Jørgensen, Anette

2018-01-01

education program. This chapter presents preliminary survey and focus group interviews data after tracing 21 pre-service teachers over two years. Our findings reflected a picture of Danish student teachers who value in particular formative assessment practices, while summative assessment is acknowledged......The focus on assessment literate teachers who know how to construct, administer assessments and communicate learning outcomes on student learning raises questions on how student teachers can develop the necessary skills to assess their students' learning. This is so important since...... there is evidence that beginning teachers continue to feel under prepared to assess student learning. This chapter presents findings of a study conducted in Denmark with the aim of investigating how student teacher candidates develop the capacities to become ‘assessment literate' over the course of their teacher...

Kinespell: Kinesthetic Learning Activity and Assessment in a Digital Game-Based Learning Environment

Science.gov (United States)

Cariaga, Ada Angeli; Salvador, Jay Andrae; Solamo, Ma. Rowena; Feria, Rommel

Various approaches in learning are commonly classified into visual, auditory and kinesthetic (VAK) learning styles. One way of addressing the VAK learning styles is through game-based learning which motivates learners pursue knowledge holistically. The paper presents Kinespell, an unconventional method of learning through digital game-based learning. Kinespell is geared towards enhancing not only the learner’s spelling abilities but also the motor skills through utilizing wireless controllers. It monitors player’s performance through integrated assessment scheme. Results show that Kinespell may accommodate the VAK learning styles and is a promising alternative to established methods in learning and assessing students’ performance in Spelling.

Assessing for Learning: Some Dimensions Underlying New Approaches to Educational Assessment.

Science.gov (United States)

Biggs, John

1995-01-01

Different models of performance assessment arise from interactions of three dimensions of assessment: the measurement versus the standards model of testing, quantitative and qualitative assumptions concerning the nature of learning, and whether learning and testing are situated or decontextualized. Addresses difficulties in implementing…

Students’ Perception about Learning Assessment in Higher Education

Directory of Open Access Journals (Sweden)

Holmes Rodríguez-Espinosa

2016-09-01

Full Text Available This research aimed to know university students’ perception about learning assessment carried out by their teachers, their level of objectivity and skill, among other aspects. The study was conducted in Medellin, Colombia, between January and July 2015. A final sample size of 400 university students from public and private institutions, randomly selected, was used. The data analysis was carried out by using multivariate analysis of variance (MANOVA with orthogonal-type canonical contrast, factor analysis, and one-dimensional type frequency analysis. It was found that university students have a good perception about the assessment practices of their teachers. Likewise, highly significant differences between men and women in their perception of learning assessment were identified. Students consider that learning assessment practices have contributed to improve their learning and are in accordance with the learning objectives. Nevertheless, most students have felt that their teachers are not objective in evaluation and they often use questions that confuse students, and very theoretical questions without application to practice. A lack of non-traditional assessment practices, such as peer assessment, self-assessment as well as virtual platforms use for assessments, was found. These findings imply the need to improve teacher training on assessment skills to allow them to plan evaluation as a strategy to improve learning, involving students in an active way.

Two Questions about Critical-Thinking Tests in Higher Education

Science.gov (United States)

Benjamin, Roger

2014-01-01

In this article, the author argues first, that critical-thinking skills do exist independent of disciplinary thinking skills and are not compromised by interaction effects with the major; and second, that standardized tests (e.g., the Collegiate Learning Assessment, or CLA, which is his example throughout the article) are the best way to measure…

Assessment of (Computer-Supported) Collaborative Learning

Science.gov (United States)

Strijbos, J. -W.

2011-01-01

Within the (Computer-Supported) Collaborative Learning (CS)CL research community, there has been an extensive dialogue on theories and perspectives on learning from collaboration, approaches to scaffold (script) the collaborative process, and most recently research methodology. In contrast, the issue of assessment of collaborative learning has…

Peer/Self Assessment and Student Learning

Science.gov (United States)

Ndoye, Abdou

2017-01-01

Effective and durable learning achievements can result from students' engagement in their own learning. This study explored students' perceptions of the mechanisms and processes through which peer and self-assessment can contribute to their learning. More specifically, the study investigated students' perceived ways in which peer and…

Using Machine Learning to Advance Personality Assessment and Theory.

Science.gov (United States)

Bleidorn, Wiebke; Hopwood, Christopher James

2018-05-01

Machine learning has led to important advances in society. One of the most exciting applications of machine learning in psychological science has been the development of assessment tools that can powerfully predict human behavior and personality traits. Thus far, machine learning approaches to personality assessment have focused on the associations between social media and other digital records with established personality measures. The goal of this article is to expand the potential of machine learning approaches to personality assessment by embedding it in a more comprehensive construct validation framework. We review recent applications of machine learning to personality assessment, place machine learning research in the broader context of fundamental principles of construct validation, and provide recommendations for how to use machine learning to advance our understanding of personality.

Estimation of cis-9, trans-11 conjugated linoleic acid content in UK foods and assessment of dietary intake in a cohort of healthy adults.

Science.gov (United States)

Mushtaq, Sohail; Heather Mangiapane, E; Hunter, Kirsty A

2010-05-01

Dietary conjugated linoleic acid (CLA) from ruminant-derived foods may be potentially beneficial to health. The quantity of cis-9, trans-11 CLA and trans-10, cis-12 CLA in a range of UK foodstuffs (112 foods) was determined using triple-column silver ion HPLC. The cis-9, trans-11 CLA content ranged from 1.9 mg/g lipid (mild Cheddar) to 7.3 mg/g lipid (processed cheese) in cheeses, from 0.9 mg/g lipid (ice cream) to 3.7 mg/g lipid (double cream) in non-cheese dairy products, and from 2.9 mg/g lipid (Swedish meatballs) to 6.0 mg/g lipid (minced lamb) in meat products. cis-9, trans-11 CLA concentrations for chocolate and sweets ranged from 0.1 mg/g lipid (hot chocolate) to 4.8 mg/g lipid (buttermint). The trans-10, cis-12 CLA isomer was undetected or negligible in the food samples examined. To provide information about dietary cis-9, trans-11 CLA intakes in the UK, a study was performed to estimate the daily intake of CLA in a cohort of eighteen healthy volunteers (nine female and nine male; aged 21-60 years; mean BMI = 24.0 kg/m2 (sd 2.2)) with a 7-d weighed food record. This information combined with the CLA isomer contents of UK foodstuffs was used to estimate the daily intake of the cohort. The mean daily intake of cis-9, trans-11 CLA was estimated to be 97.5 (sd 73.3) mg/d. Due to its potential health benefits, it is important to determine the CLA content of food and dietary intake as these data will be useful in determining the role of CLA in health and disease.

Can teachers use assessment to improve learning?

Directory of Open Access Journals (Sweden)

Paul Black

2009-12-01

Full Text Available This article discusses two different purposes of assessment: formative assessment is designed to support pupils’ learning, whilst summative assessment is designed to review what has been learnt, perhaps to record it in certificates or diplomas. Formative assessment is concerned with the frequent interactions between teacher and pupils which are essential if the teacher’s plans can be matched to the learning needs of the pupils. Teachers who are accustomed to simply telling pupils, rather than engaging them in dialogue, find it hard to change. Pupils also have to change from passive reception to active engagement in the learning. Formative work can be undermined if pupils or teachers are worry too much about summative tests; such worry can lead them to focus entirely on practising for the tests and not on the good habits of learning which would in fact be the best preparation for doing well in them.

Assessing Learning in a Sociology Department: What Do Students Say That They Learn?

Science.gov (United States)

Bandini, Julia; Shostak, Sara; Cunningham, David; Cadge, Wendy

2016-01-01

Assessment plays a central role in evaluating and strengthening student learning in higher education, and sociology departments, in particular, have increasingly become interested in engaging in assessment activities to better understand students' learning. This qualitative study builds on previous research on assessment by asking what students in…

Modelling the pre-assessment learning effects of assessment: evidence in the validity chain.

Science.gov (United States)

Cilliers, Francois J; Schuwirth, Lambert W T; van der Vleuten, Cees P M

2012-11-01

We previously developed a model of the pre-assessment learning effects of consequential assessment and started to validate it. The model comprises assessment factors, mechanism factors and learning effects. The purpose of this study was to continue the validation process. For stringency, we focused on a subset of assessment factor-learning effect associations that featured least commonly in a baseline qualitative study. Our aims were to determine whether these uncommon associations were operational in a broader but similar population to that in which the model was initially derived. A cross-sectional survey of 361 senior medical students at one medical school was undertaken using a purpose-made questionnaire based on a grounded theory and comprising pairs of written situational tests. In each pair, the manifestation of an assessment factor was varied. The frequencies at which learning effects were selected were compared for each item pair, using an adjusted alpha to assign significance. The frequencies at which mechanism factors were selected were calculated. There were significant differences in the learning effect selected between the two scenarios of an item pair for 13 of this subset of 21 uncommon associations, even when a p-value of value. For a subset of uncommon associations in the model, the role of most assessment factor-learning effect associations and the mechanism factors involved were supported in a broader but similar population to that in which the model was derived. Although model validation is an ongoing process, these results move the model one step closer to the stage of usefully informing interventions. Results illustrate how factors not typically included in studies of the learning effects of assessment could confound the results of interventions aimed at using assessment to influence learning. © Blackwell Publishing Ltd 2012.

Assessment for Learning as Support for Student Self-Regulation

Science.gov (United States)

Heritage, Margaret

2018-01-01

Assessment for learning (AfL) is integral to teaching and learning, and has as its central foci (i) pedagogical intervention in the immediacy of student learning, and (ii) the students' agency in the learning and assessment process. The role that students adopt in AfL is consistent with the idea of self-regulated learning, which involves students…

Assessment of learning components of management training course ...

African Journals Online (AJOL)

Assessment of learning components of any training course provides a benchmark through which training institutions or organizers could assess the effectiveness of the training. The study assessed learning components of agricultural research management training course organized for senior research managers in Nigeria.

Using Assessment for Learning Mathematics with Mobile Tablet Based Solutions

Directory of Open Access Journals (Sweden)

Ghislain Maurice Norbert Isabwe

2014-03-01

Full Text Available This article discusses assessment for learning in mathematics subjects. Teachers of large classes face the challenge of regularly assessing studentsཿ ongoing mathematical learning achievements. Taking the complexity of assessment and feedback for learning as a background, we have developed a new approach to the assessment for learning mathematics at university level. We devised mobile tablet technology supported assessment processes, and we carried out user studies in both Rwanda and Norway. Results of our study indicated that students found it fruitful to be involved in assessing other studentsཿ mathematics work, i.e. assessing fellow studentsཿ answers to mathematical tasks. By being involved in the assessment process, the students expected mathematical learning gains. Their providing and obtaining of feedback to/from their fellow students using technology supported tools were highly appreciated as regards their own mathematical learning process.

Assessment for Learning in Inquiry Based Science Education

DEFF Research Database (Denmark)

Fornaguera, Cristina Carulla

The study looks at assessment for learning and Inquiry Based Science Education —IBSE— as concepts established in a diversity of geographical areas, where the traditional summative assessment shapes what most individuals share as being experienced as assessment. Based on Leontiev and Radford...... the analytical process. The main contribution was the analysis and the results of researcher movement from a view of assessment considering learning as a psychological process in the mind, independent of the everyday life of individuals, towards one considering the inseparability of collective and individual...... as identifying and differentiating forms of researching assessment, changing the researcher’s perspective on research, and imagining a new theoretical approach to assessment for learning....

Real-time Color Codes for Assessing Learning Process

OpenAIRE

Dzelzkalēja, L; Kapenieks, J

2016-01-01

Effective assessment is an important way for improving the learning process. There are existing guidelines for assessing the learning process, but they lack holistic digital knowledge society considerations. In this paper the authors propose a method for real-time evaluation of students’ learning process and, consequently, for quality evaluation of teaching materials both in the classroom and in the distance learning environment. The main idea of the proposed Color code method (CCM) is to use...

Authentic assessment For autonomous learning

NARCIS (Netherlands)

Vinke, A.A.; Hummels, C.C.M.

2010-01-01

Industrial Design at Eindhoven University of Technology focuses on designing intelligent systems, products and related services for societal transformation. Our holistic and integrative approach to learning clearly shows in the end-ofterm assessments. Students are not assessed at the level of

FORMATIVE ASSESSMENT MODEL OF LEARNING SUCCESS ACHIEVEMENTS

Directory of Open Access Journals (Sweden)

Mikhailova Elena Konstantinovna

2013-05-01

Full Text Available The paper is devoted to the problem of assessment of the school students’ learning success achievements. The problem is investigated from the viewpoint of assessing the students’ learning outcomes that is aimed to ensure the teachers and students with the means and conditions to improve the educational process and results.

Learning Assessment in physical education: the relationship between assessment practices of teachers and learning approaches

Directory of Open Access Journals (Sweden)

Marco Vinicio Gutiérrez

2015-02-01

Full Text Available This article shows the result of an investigation that studied teachers’ assessment practices in Physical Education in public schools from Suba in Bogota and the relationship between these practices with both superfluous and superficial learning approaches. It is organized into two sections; the first presents a classification of the evaluation practices, and the second establishes the relationship between these practices with the superficial and profound learning approaches. This article nourishes itself from a mixed-method research approach wherein the sample consisted of 68 teachers from whom data was collected using a survey. This data was then analyzed using the statistical software R. The results show the object, the purpose, procedures and ways in which teachers develop their assessment practice in physical education, and as well show a trend towards promoting meaningful and profound learning.

A comparison of the efficacy of test-driven learning versus self-assessment learning

Science.gov (United States)

He, Xiaohua; Canty, Anne

2013-01-01

Objective We compared self-assessment and test-driven learning in two groups of students who studied the same subject. Methods This was a randomized comparative experimental study. The subjects were 259 first-quarter students who were divided into a test group and a self-assessment group based on the methods they used for their learning assessments. We measured the scores and difficulty levels of 3 formal written exams. Students' attitudes toward self-assessment or test-driven learning were surveyed. Results The mean scores of exam 1, exam 2, and a summative exam were 34 (±6), 32 (±8), and 44 (±6) for the self-assessment group, respectively, with corresponding scores of 33 (±6), 33 (±7), 43 (±6) for the test group. There were no significant differences in the mean scores on all 3 tests between the two groups (p > .05). Of the students in the self-assessment group, 64% scored at least 90%, whereas 47% of students in the test group answered at least 90% of the questions correctly (p self-assessment and tests could have a significant impact on students' learning, but each offers different strengths and weaknesses. PMID:23957317

Balancing the Assessment "of" Learning and "for" Learning in Support of Student Literacy Achievement

Science.gov (United States)

Edwards, Patricia A.; Turner, Jennifer D.; Mokhtari, Kouider

2008-01-01

There is a delicate balance between the assessment of learning and assessment for learning. The recommendations included in this Assessment department may be useful for teachers working to achieve this balance and find a more accurate and complete understandings of students' literacy strengths and needs.

Improving Open Access through Prior Learning Assessment

Science.gov (United States)

Yin, Shuangxu; Kawachi, Paul

2013-01-01

This paper explores and presents new data on how to improve open access in distance education through using prior learning assessments. Broadly there are three types of prior learning assessment (PLAR): Type-1 for prospective students to be allowed to register for a course; Type-2 for current students to avoid duplicating work-load to gain…

Assessing orientations to learning to teach.

Science.gov (United States)

Oosterheert, Ida E; Vermunt, Jan D; Denessen, E

2002-03-01

An important purpose of teacher education is that student teachers develop and change their existing knowledge on learning and teaching. Research on how student teachers variously engage in this process is scarce. In a previous study of 30 student teachers, we identified five different orientations to learning to teach. Our aim was to extend the results of the previous study by developing an instrument to assess orientations to learning to teach at a larger scale. The development and psychometric properties of the instrument are discussed. The results with respect to how student teachers learn are compared to the results of the qualitative study. Participants in this study were 169 secondary student teachers from three institutes which had all adopted an initial in-service model of learning to teach. On the basis of extensive qualitative study, a questionnaire was developed to assess individual differences in learning to teach. Factor-, reliability-, and nonparametric scalability analyses were performed to identify reliable scales. Cluster analysis was used to identify groups of students with similar orientations to learning to teach. Eight scales covering cognitive, regulative and affective aspects of student teachers' learning were identified. Cluster analysis indicates that the instrument discriminates well between student teachers. Four of the five previously found patterns were found again. The four orientations found in relatively uniform learning environments indicate that student teachers need differential support in their learning. Although the instrument measures individual differences in a reliable way, it is somewhat one-sided in the sense that items representing constructive ways of learning dominate. New items forming a broader range of scales should be created.

Greek Young Adults with Specific Learning Disabilities Seeking Learning Assessments

Science.gov (United States)

Bonti, Eleni; Bampalou, Christina E.; Kouimtzi, Eleni M.; Kyritsis, Zacharias

2018-01-01

The purpose of this study is to investigate the reasons why Greek young adults with Specific Learning Disabilities (SLD) seek learning assessments. The study sample consisted of 106 adults meeting Diagnostic and Statistical Manual of Mental Disorders criteria for SLD. Data were collected through self-report records (clinical interview) of adults…

Assessment for Learning Tasks and the Peer Assessment Process

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Lauf, Lorraine; Dole, Shelley

2010-01-01

A program of Assessment for Learning (AfL) was implemented with 107 Year 12 students as part of their preparation for a major external test. Students completed extended mathematics tasks and selected student responses were used for peer assessment purposes. This paper reports on two of the AfL elements, namely task selection and peer assessment as…

Constructing a Grounded Theory of E-Learning Assessment

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Alonso-Díaz, Laura; Yuste-Tosina, Rocío

2015-01-01

This study traces the development of a grounded theory of assessment in e-learning environments, a field in need of research to establish the parameters of an assessment that is both reliable and worthy of higher learning accreditation. Using grounded theory as a research method, we studied an e-assessment model that does not require physical…

Assessing Approaches to Learning in School Readiness

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Otilia C. Barbu

2015-07-01

Full Text Available This study examines the psychometric properties of two assessments of children’s approaches to learning: the Devereux Early Childhood Assessment (DECA and a 13-item approaches to learning rating scale (AtL derived from the Arizona Early Learning Standards (AELS. First, we administered questionnaires to 1,145 randomly selected parents/guardians of first-time kindergarteners. Second, we employed confirmatory factor analysis (CFA with parceling for DECA to reduce errors due to item specificity and prevent convergence difficulties when simultaneously estimating DECA and AtL models. Results indicated an overlap of 55% to 72% variance between the domains of the two instruments and suggested that the new AtL instrument is an easily administered alternative to the DECA for measuring children’s approaches to learning. This is one of the first studies that investigated DECA’s approaches to learning dimension and explored the measurement properties of an instrument purposely derived from a state’s early learning guidelines.

Assessing Assessment Quality: Criteria for Quality Assurance in Design of (Peer) Assessment for Learning--A Review of Research Studies

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Tillema, Harm; Leenknecht, Martijn; Segers, Mien

2011-01-01

The interest in "assessment for learning" (AfL) has resulted in a search for new modes of assessment that are better aligned to students' learning how to learn. However, with the introduction of new assessment tools, also questions arose with respect to the quality of its measurement. On the one hand, the appropriateness of traditional,…

Formative assessment : Enriching teaching and learning with formative assesment

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van Diggelen, M.R.; Morgan, C.M.; Funk, M.; Bruns, M.

2016-01-01

Formative assessment is a valuable aspect in teaching and learning, and is proven to be an e ective learning method. There is evidence that adding formative assessment to your teaching increases students’ learning results (Black and William, 1998), but in practice many of the possibilities are left

The Effect of Learning Based on Technology Model and Assessment Technique toward Thermodynamic Learning Achievement

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Makahinda, T.

2018-02-01

The purpose of this research is to find out the effect of learning model based on technology and assessment technique toward thermodynamic achievement by controlling students intelligence. This research is an experimental research. The sample is taken through cluster random sampling with the total respondent of 80 students. The result of the research shows that the result of learning of thermodynamics of students who taught the learning model of environmental utilization is higher than the learning result of student thermodynamics taught by simulation animation, after controlling student intelligence. There is influence of student interaction, and the subject between models of technology-based learning with assessment technique to student learning result of Thermodynamics, after controlling student intelligence. Based on the finding in the lecture then should be used a thermodynamic model of the learning environment with the use of project assessment technique.

Using Learning Analytics to Assess Student Learning in Online Courses

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Martin, Florence; Ndoye, Abdou

2016-01-01

Learning analytics can be used to enhance student engagement and performance in online courses. Using learning analytics, instructors can collect and analyze data about students and improve the design and delivery of instruction to make it more meaningful for them. In this paper, the authors review different categories of online assessments and…

Limitless Learning: Assessing Social Media Use for Global Workplace Learning

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Breunig, Karl Joachim

2016-01-01

Purpose: This empirical paper aims to assess how social media can foster workplace learning within a globally dispersed project environment. In general, there are few studies on the use of social media in organizations, and many of these emphasize on issues related to knowledge transfer. Although learning traditionally has been as acquisition of…

Semantic modeling of portfolio assessment in e-learning environment

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Lucila Romero

2017-01-01

Full Text Available In learning environment, portfolio is used as a tool to keep track of learner’s progress. Particularly, when it comes to e-learning, continuous assessment allows greater customization and efficiency in learning process and prevents students lost interest in their study. Also, each student has his own characteristics and learning skills that must be taken into account in order to keep learner`s interest. So, personalized monitoring is the key to guarantee the success of technology-based education. In this context, portfolio assessment emerge as the solution because is an easy way to allow teacher organize and personalize assessment according to students characteristic and need. A portfolio assessment can contain various types of assessment like formative assessment, summative assessment, hetero or self-assessment and use different instruments like multiple choice questions, conceptual maps, and essay among others. So, a portfolio assessment represents a compilation of all assessments must be solved by a student in a course, it documents progress and set targets. In previous work, it has been proposed a conceptual framework that consist of an ontology network named AOnet which is a semantic tool conceptualizing different types of assessments. Continuing that work, this paper presents a proposal to implement portfolios assessment in e-learning environments. The proposal consists of a semantic model that describes key components and relations of this domain to set the bases to develop a tool to generate, manage and perform portfolios assessment.

Designing Assessment for Autonomous Learning

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Hay, Marie; Mathers, Lucy

2012-01-01

This paper aims to disseminate and evaluate an autonomous learning framework developed through collaborative research with first- and second-year undergraduate students at De Montfort University. Central to the framework is the involvement of students in the assessment of their peers and themselves using dialogue about the assessment and feedback…

Surveying Assessment in Experiential Learning: A Single Campus Study

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Thomas Yates

2015-12-01

Full Text Available The purpose of this study was to determine the methods of experiential assessment in use at a Canadian university and the extent to which they are used. Exploring experiential assessment will allow identification of commonly used methods and facilitate the development of best practices of assessment in the context of experiential learning (EL at an institutional level. The origins of EL are found in the work of Dewey (1938, later modified by Kolb and Fry (1975. Experiential methods include: experiential education, service learning problem-based learning and others such as action learning, enquiry-based learning, and case studies. Faculty currently involved in EL at the participating university were invited to complete an online survey about their teaching and assessment methods. This paper will share the results and analysis of the EL inventory survey.

Conjugated Linoleic Acid Production by Bifidobacteria: Screening, Kinetic, and Composition

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Stefano Raimondi

2016-01-01

Full Text Available Conjugated linoleic acids (CLA are positional and geometric isomers of linoleic acid involved in a number of health aspects. In humans, CLA production is performed by gut microbiota, including some species of potential probiotic bifidobacteria. 128 strains of 31 Bifidobacterium species were screened with a spectrophotometric assay to identify novel CLA producers. Most species were nonproducers, while producers belonged to B. breve and B. pseudocatenulatum. GC-MS revealed that CLA producer strains yielded 9cis,11trans-CLA and 9trans,11trans-CLA, without any production of other isomers. Hydroxylated forms of LA were absent in producer strains, suggesting that the myosin-cross-reactive antigen (MCRA protein that exerts hydratase activity is not involved in LA isomerization. Moreover, both CLA producer and nonproducer species bear a MCRA homologue. The strain B. breve WC 0421 was the best CLA producer, converting LA into 68.8% 9cis,11trans-CLA and 25.1% 9trans,11trans-CLA. Production occurred mostly during the lag and the exponential phase. For the first time, production and incorporation of CLA in biomass were assessed. B. breve WC 0421 stored CLA in the form of free fatty acids, without changing the composition of the esterified fatty acids, which mainly occurred in the plasmatic membrane.

Assessment of prior learning in vocational education and training

DEFF Research Database (Denmark)

Wahlgren, Bjarne; Aarkrog, Vibe

’ knowledge, skills and competences during the students’ performances and the methods that the teachers apply in order to assess the students’ prior learning in relation to the regulations of the current VET-program. In particular the study focuses on how to assess not only the students’ explicated knowledge......The article deals about the results of a study of the assessment of prior learning among adult workers who want to obtain formal qualifications as skilled workers. The study contributes to developing methods for assessing prior learning including both the teachers’ ways of eliciting the students...... and skills but also their competences, i.e. the way the students use their skills and knowledge to perform in practice. Based on a description of the assessment procedures the article discusses central issues in relation to the assessment of prior learning. The empirical data have been obtained in the VET...

Exploring Moodle Functionality for Managing Open Distance Learning E-Assessments

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Indira KONERU

2017-10-01

Full Text Available Current and emerging technologies enable Open Distance Learning (ODL institutions integrate e-Learning in innovative ways and add value to the existing teaching-learning and assessment processes. ODL e-Assessment systems have evolved from Computer Assisted / Aided Assessment (CAA systems through intelligent assessment and feedback systems. E-Assessment (electronic assessment connotes using electronic technology and tools to design and administer assessments, collect and store students’ assessment evidences, grade performance, provide feedback and generate reports. The widely recognized advantages of e-Assessment over traditional, paper-based assessment include: lower long term costs, instant feedback to students, greater flexibility with respect to location and timing, improved reliability with machine marking, improved impartiality, and enhanced question styles that incorporate interactivity and multimedia. The advent of Learning Management Systems (LMS, such as Moodle (Modular Object-Oriented Dynamic Learning Environment paved the way for integrated advanced services for: interactive dialogue, controlling knowledge at different stages of distance process and e-Assessment systems. Moodle provides the complete integrated environment for handling all aspects of e-Assessment from authoring questions through to reports for course teams (Butcher, 2008. This study explores how Moodle functionality: supports diagnostic, formative, summative and competency-based assessments and facilitates ODL institutions design, administer and manage e-Assessments.

Feeding dairy cows with full fat extruded or toasted soybean seeds as replacement of soybean meal and effects on milk yield, fatty acid profile and CLA content

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Giovanni Bittante

2010-01-01

Full Text Available The aim of this study was to evaluate the effects of the replacement of about 70% of soybean meal (SBM with extruded(ES or toasted (TS full-fat soybean seeds in diets for lactating cows on milk quality, fatty acid profile, and conjugatedlinoleic acid (CLA content. Eighteen lactating cows were assigned to 3 groups which received a basal diet, supplementedwith 1.8, 2.1 and 2.1 kg/head, respectively, of SBM, ES and TS. There was no significant effect on milk yield,calculated as the difference between daily yield during the experimental period and the mean of the last 5 days of adaptation(-1.65, -1.29 and -0.20 kg/d, respectively, for SBM, ES and TS; P>0.10 and milk quality parameters (fat, protein,urea and cheese making parameters among treatments. In the ES group there was a decrease in the short chainFA content (from C4 to C13 in milk fat (9.2 vs 11.0 and 10.8 g/100 g lipids, respectively, for ES, SBM and TS; PMedium chain FA (from C14 to C17 content in milk fat was lower for ES and TS groups compared with SBM (46.8 and48.0 vs 54.8 g/100 g lipids respectively; PSBM group compared to the others (34.3 vs 44.2 and 41.2 g/100 g lipids, respectively, for SBM, ES and TS; PThe replacement of SBM with ES enhanced oleic and linoleic acid and, particularly, CLA content. Intermediate values wereobserved for the TS group. CLA content (0.91, 0.62 and 0.56 g/100 g lipids, respectively, for ES, TS and SBM; Pincreased throughout the trial in all groups. ES also reduced the proportion of SFA with respect to SBM (65.2, 68.2 and70.9 g/100 g lipids, respectively, for ES, TS and SBM; Pin the same order; Pimproving the health-quality of milk. The various soybean products did not affect either metabolic profile (protein, urea,glucose, cholesterol, NEFA, triglycerides, liver parameters and mineral serum content or rumen parameters (pH, ammoniaand VFAs. The replacement of SBM with ES and TS permitted an improvement in the nutritional properties of milkwithout negatively

Advanced Level Biology Teachers' Attitudes towards Assessment and Their Engagement in Assessment for Learning

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Bramwell-Lalor, Sharon; Rainford, Marcia

2015-01-01

This paper reports on a Mixed Methods study involving an investigation into the attitudes of advanced level biology teachers towards assessment and describes the teachers' experiences while being engaged in Assessment for Learning (AfL) practices such as sharing of learning objectives and peer- and self-assessment. Quantitative data were collected…

The effects of neurologic assessment E-learning in nurses.

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Shin, Ji Yeon; Issenberg, S Barry; Roh, Young Sook

2017-10-01

A firm understanding of the preliminary assessment of a patient with neurological disorders is needed for ensuring optimal patient outcomes. The purpose of this study is to evaluate the effects of using e-learning on neurologic assessment knowledge, ability, and self-confidence among nurses. This study used a non-equivalent control group pretest-posttest design. Nurses working in the neurology and neurosurgery wards, Republic of Korea PARTICIPANTS: A convenience sample of 50 nurses was assigned to either the experimental group (n=24) or the control group (n=26). The experimental group participated in the self-directed e-learning program related to neurologic assessment, and control group underwent self-directed learning with handout. Knowledge, ability, and self-confidence were measured at pretest and posttest. There were no significant differences in knowledge (U=270, p=0.399) and self-confidence (U=241.5, p=0.171) between the two groups. Nurses in the experimental group showed higher neurologic assessment ability compared with those in the control group (U=199, p=0.028). Self-directed neurologic assessment e-learning induced improvement in the neurologic assessment ability among nurses. Self-directed e-learning can be applied for improving competencies in neurologic assessment. Copyright © 2017 Elsevier Ltd. All rights reserved.

Statistical assessment of the learning curves of health technologies.

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Ramsay, C R; Grant, A M; Wallace, S A; Garthwaite, P H; Monk, A F; Russell, I T

2001-01-01

(1) To describe systematically studies that directly assessed the learning curve effect of health technologies. (2) Systematically to identify 'novel' statistical techniques applied to learning curve data in other fields, such as psychology and manufacturing. (3) To test these statistical techniques in data sets from studies of varying designs to assess health technologies in which learning curve effects are known to exist. METHODS - STUDY SELECTION (HEALTH TECHNOLOGY ASSESSMENT LITERATURE REVIEW): For a study to be included, it had to include a formal analysis of the learning curve of a health technology using a graphical, tabular or statistical technique. METHODS - STUDY SELECTION (NON-HEALTH TECHNOLOGY ASSESSMENT LITERATURE SEARCH): For a study to be included, it had to include a formal assessment of a learning curve using a statistical technique that had not been identified in the previous search. METHODS - DATA SOURCES: Six clinical and 16 non-clinical biomedical databases were searched. A limited amount of handsearching and scanning of reference lists was also undertaken. METHODS - DATA EXTRACTION (HEALTH TECHNOLOGY ASSESSMENT LITERATURE REVIEW): A number of study characteristics were abstracted from the papers such as study design, study size, number of operators and the statistical method used. METHODS - DATA EXTRACTION (NON-HEALTH TECHNOLOGY ASSESSMENT LITERATURE SEARCH): The new statistical techniques identified were categorised into four subgroups of increasing complexity: exploratory data analysis; simple series data analysis; complex data structure analysis, generic techniques. METHODS - TESTING OF STATISTICAL METHODS: Some of the statistical methods identified in the systematic searches for single (simple) operator series data and for multiple (complex) operator series data were illustrated and explored using three data sets. The first was a case series of 190 consecutive laparoscopic fundoplication procedures performed by a single surgeon; the second

Tropical troposphere to stratosphere transport of carbon monoxide and long-lived trace species in the Chemical Lagrangian Model of the Stratosphere (CLaMS

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R. Pommrich

2014-12-01

Full Text Available Variations in the mixing ratio of trace gases of tropospheric origin entering the stratosphere in the tropics are of interest for assessing both troposphere to stratosphere transport fluxes in the tropics and the impact of these transport fluxes on the composition of the tropical lower stratosphere. Anomaly patterns of carbon monoxide (CO and long-lived tracers in the lower tropical stratosphere allow conclusions about the rate and the variability of tropical upwelling to be drawn. Here, we present a simplified chemistry scheme for the Chemical Lagrangian Model of the Stratosphere (CLaMS for the simulation, at comparatively low numerical cost, of CO, ozone, and long-lived trace substances (CH4, N2O, CCl3F (CFC-11, CCl2F2 (CFC-12, and CO2 in the lower tropical stratosphere. For the long-lived trace substances, the boundary conditions at the surface are prescribed based on ground-based measurements in the lowest model level. The boundary condition for CO in the lower troposphere (below about 4 km is deduced from MOPITT measurements. Due to the lack of a specific representation of mixing and convective uplift in the troposphere in this model version, enhanced CO values, in particular those resulting from convective outflow are underestimated. However, in the tropical tropopause layer and the lower tropical stratosphere, there is relatively good agreement of simulated CO with in situ measurements (with the exception of the TROCCINOX campaign, where CO in the simulation is biased low ≈10–15 ppbv. Further, the model results (and therefore also the ERA-Interim winds, on which the transport in the model is based are of sufficient quality to describe large scale anomaly patterns of CO in the lower stratosphere. In particular, the zonally averaged tropical CO anomaly patterns (the so called "tape recorder" patterns simulated by this model version of CLaMS are in good agreement with observations, although the simulations show a too rapid upwelling

Moving interprofessional learning forward through formal assessment.

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Stone, Judy

2010-04-01

There is increasing agreement that graduates who finish tertiary education with the full complement of skills and knowledge required for their designated profession are not 'work-ready' unless they also acquire interpersonal, collaborative practice and team-working capabilities. Health workers are unable to contribute to organisational culture in a positive way unless they too attain these capabilities. These capabilities have been shown to improve health care in terms of patient safety, worker satisfaction and health service efficiency. Given the importance of interprofessional learning (IPL) which seeks to address these capabilities, why is IPL not consistently embedded into the education of undergraduates, postgraduates and vocationally qualified personnel through formal assessment? This paper offers an argument for the formal assessment of IPL. It illustrates how the interests of the many stakeholders in IPL can benefit from, and contribute to, the integration of IPL into mainstream professional development and tertiary education. It offers practical examples of assessment in IPL which could drive learning and offer authentic, contextual teaching and learning experiences to undergraduates and health workers alike. Assessment drives learning and without formal assessment IPL will continue to be viewed as an optional topic of little relative importance for learners. In order to make the next step forward, IPL needs to be recognised and endorsed through formal assessment, both at the tertiary education level and within the workplace environment. This is supported by workforce initiatives and tertiary education policy which can be used to specify the capabilities or generic skills necessary for effective teamwork and collaborative practice.

Enhancing students' learning in problem based learning: validation of a self-assessment scale for active learning and critical thinking.

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Khoiriyah, Umatul; Roberts, Chris; Jorm, Christine; Van der Vleuten, C P M

2015-08-26

Problem based learning (PBL) is a powerful learning activity but fidelity to intended models may slip and student engagement wane, negatively impacting learning processes, and outcomes. One potential solution to solve this degradation is by encouraging self-assessment in the PBL tutorial. Self-assessment is a central component of the self-regulation of student learning behaviours. There are few measures to investigate self-assessment relevant to PBL processes. We developed a Self-assessment Scale on Active Learning and Critical Thinking (SSACT) to address this gap. We wished to demonstrated evidence of its validity in the context of PBL by exploring its internal structure. We used a mixed methods approach to scale development. We developed scale items from a qualitative investigation, literature review, and consideration of previous existing tools used for study of the PBL process. Expert review panels evaluated its content; a process of validation subsequently reduced the pool of items. We used structural equation modelling to undertake a confirmatory factor analysis (CFA) of the SSACT and coefficient alpha. The 14 item SSACT consisted of two domains "active learning" and "critical thinking." The factorial validity of SSACT was evidenced by all items loading significantly on their expected factors, a good model fit for the data, and good stability across two independent samples. Each subscale had good internal reliability (>0.8) and strongly correlated with each other. The SSACT has sufficient evidence of its validity to support its use in the PBL process to encourage students to self-assess. The implementation of the SSACT may assist students to improve the quality of their learning in achieving PBL goals such as critical thinking and self-directed learning.

Assessing College-Level Learning Difficulties and "At Riskness" for Learning Disabilities and ADHD: Development and Validation of the Learning Difficulties Assessment

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Kane, Steven T.; Walker, John H.; Schmidt, George R.

2011-01-01

This article describes the development and validation of the "Learning Difficulties Assessment" (LDA), a normed and web-based survey that assesses perceived difficulties with reading, writing, spelling, mathematics, listening, concentration, memory, organizational skills, sense of control, and anxiety in college students. The LDA is designed to…

E-learning enables parents to assess an infantile hemangioma.

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de Graaf, Marlies; Knol, Mirjam J; Totté, Joan E E; van Os-Medendorp, Harmieke; Breugem, Corstiaan C; Pasmans, Suzanne G M A

2014-05-01

Infantile hemangiomas (IH) at risk for complications need to be recognized early. We sought to determine if parents are able to assess, after e-learning, whether their child has an IH, is at risk for complications, and needs to be seen (urgently) by a specialist. This was a prospective study of 158 parents participating in an IH e-learning module. Parents were asked to assess their child's skin abnormality. A dermatologist answered the same questions (by e-consult). The 2 assessments were compared. Parents showed a 96% concordance with the dermatologist for correct diagnosis after e-learning. Concordances were 79%, 75%, and 84% (P e-learning module. E-learning by parents could result in earlier presentation and treatment of high-risk IH. Copyright © 2014 American Academy of Dermatology, Inc. Published by Mosby, Inc. All rights reserved.

FORMATIVE ASSESSMENT IN DISTANCE EDUCATION: ENHANCING LEARNING THROUGH DIARIES

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Christiane Heemann

2015-12-01

Full Text Available Assessment integrates the teaching and learning process and always has room for discussion in educational processes, requiring technical preparation and observation capacity from those involved. According to Perrenoud (2014, assessment for learning is a mediator in the process of curriculum construction and is closely related to the management of learning by the students. Assessment methods occupy a very important space in the pedagogical practices since assessment cannot be an act that expresses only a quantitative and formal concept. In Distance Education (DE, formative assessment also needs to be prioritized and avoid traditional evaluation which is performed through multiple-choice tests with self-correction. The use of diaries in Distance Education maintains the focus on the evaluation process and not only on the product, configuring itself as a permanent orientation of learning, both for the teacher and for the student, who jointly assume reciprocal commitments. This article presents an experiment conducted with diaries on an undergraduate course offered by Universidade Aberta do Brasil (UAB as a means of formative assessment in Distance Education.

Formative assessment in an online learning environment to support flexible on-the-job learning in complex professional domains

NARCIS (Netherlands)

Tamara van Gog; Desirée Joosten-ten Brinke; F. J. Prins; Dominique Sluijsmans

2010-01-01

This article describes a blueprint for an online learning environment that is based on prominent instructional design and assessment theories for supporting learning in complex domains. The core of this environment consists of formative assessment tasks (i.e., assessment for learning) that center on

Learning assessment for students with mental and behavioral disorders

DEFF Research Database (Denmark)

Dræby, Anders

The session aims at presenting a learning-based model for how to conduct a comprehensive psychological evaluation of the learning resources and challenges amongst students with mental and behavioral disorders. In the learning assessment model the learning resources and challenges of the students...

An Argument for Formative Assessment with Science Learning Progressions

Science.gov (United States)

Alonzo, Alicia C.

2018-01-01

Learning progressions--particularly as defined and operationalized in science education--have significant potential to inform teachers' formative assessment practices. In this overview article, I lay out an argument for this potential, starting from definitions for "formative assessment practices" and "learning progressions"…

Do emergency medicine residents and faculty have similar learning styles when assessed with the Kolb learning style assessment tool?

Science.gov (United States)

Fredette, Jenna; O'Brien, Corinne; Poole, Christy; Nomura, Jason

2015-04-01

Experiential learning theory and the Kolb Learning Style Inventory (Kolb LSI) have influenced educators worldwide for decades. Knowledge of learning styles can create efficient learning environments, increase information retention, and improve learner satisfaction. Learning styles have been examined in medicine previously, but not specifically with Emergency Medicine (EM) residents and attendings. Using the Kolb LSI, the learning styles of Emergency Medicine residents and attendings were assessed. The findings showed that the majority of EM residents and attendings shared the accommodating learning style. This result was different than prior studies that found the majority of medical professionals had a converging learning style and other studies that found attendings often have different learning styles than residents. The issue of learning styles among emergency medical residents and attendings is important because learning style knowledge may have an impact on how a residency program structures curriculum and how EM residents are successfully, efficiently, and creatively educated.

Sustainable assessment of learning experiences based on projects

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Ignacio TRAVERSO RIBÓN

2016-05-01

Full Text Available In a project-based learning experience, the detailed monitoring of the activities in which team members participate can be useful to evaluate their work. Using learning-oriented assessment procedures, supervisors can assess the teamwork abilities with a formative purpose. Evaluation strategies such as self-assessment, peer assessment and co-assessment are often used to make evaluation formative and sustainable. Conducting an assessment strategy is not easy for team members, since they need before to have a reasonable understanding of the evaluation process and criteria. This paper describes a learning-oriented evaluation methodology and an open data framework that can be applied to collaborative project settings. An evaluation rubric and a series of indicators that provide evidences about the developed skills have been elaborated and applied in a small-scale project-based course. Projects were managed and developed with the help of an open source software forge that contains a ticketing tool for planning and tracking of tasks, a version control repository to save the software outcomes, and using a wiki to host text deliverables. The experience provides evidences in favor of using the assessment method and open data framework to make teamwork evaluation more sustainable.

Assessing Learning Quality: Reconciling Institutional, Staff and Educational Demands.

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Biggs, John

1996-01-01

Two frameworks for educational assessment distinguished, which is quantitative, adequate for construing some kinds of learning, and qualitative, which is more appropriate for most objectives in higher education. The paper argues that institutions implicitly encourage quantitative assessment, thus encouraging a surface approach to learning although…

Tools for the Assessment of Learning

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Pappas, Marjorie L.

2007-01-01

Assessment tools enable both learning and assessing. They also give library media specialists snapshots of evidence that demonstrates student understanding of the Information Literacy Standards. Over time the evidence provide a more complete picture of learners' ability to gather, evaluate, and use information to solve problems, make decisions,…

Embedding of Authentic Assessment in Work-Integrated Learning Curriculum

Science.gov (United States)

Bosco, Anna Maria; Ferns, Sonia

2014-01-01

Contemporary perspectives of higher education endorse a work integrated learning (WIL) approach to curriculum content, delivery and assessment. It is agreed that authenticity in learning relates to real-world experience, however, differentiating and strategically linking WIL provision and facilitation to assessment tasks and collation of authentic…

USE OF FACEBOOK FOR LEARNING AND ASSESSMENT IN GEOGRAPHY

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MARIA ELIZA DULAMĂ

2016-01-01

Full Text Available In this research was analysed 120 twelfth grade students’ behaviour, of “Iulian Pop” Economic High School in Cluj-Napoca, Romania, regarding the use of the Facebook social network for learning and assessment in Geography. Students were organised in five discussion groups on the social network Facebook. To achieve the research objectives, we analysed students' answers at a questionnaire and the contents of the dialogue between teacher and students and also between students. Students perceived positively the learning and assessment activities and they perceived their teacher as their equal. At the cognitive level, the activity was focused on clarifying certain aspects, revision, knowledge learning and assessment. The disadvantages of the learning activity in the Facebook discussion group were that the posted materials cannot be classified and can be found with difficulty.

Assessing students' readiness towards e-learning

Science.gov (United States)

Rahim, Nasrudin Md; Yusoff, Siti Hawa Mohd; Latif, Shahida Abd

2014-07-01

The usage of e-Learning methodology has become a new attraction for potential students as shown by some higher learning institutions in Malaysia. As such, Universiti Selangor (Unisel) should be ready to embark on e-Learning teaching and learning in the near future. The purpose of the study is to gauge the readiness of Unisel's students in e-Learning environment. A sample of 110 students was chosen to participate in this study which was conducted in January 2013. This sample consisted of students from various levels of study that are foundation, diploma and degree program. Using a structured questionnaire, respondents were assessed on their basic Internet skills, access to technology required for e-Learning and their attitude towards characteristics of successful e-Learning student based on study habits, abilities, motivation and time management behaviour. The result showed that respondents did have access to technology that are required for e-Learning environment, and respondents were knowledgeable regarding the basic Internet skills. The finding also showed that respondents' attitude did meet all characteristics of successful e-Learning student. Further analysis showed that there is no significant relationshipeither among gender, level of study or faculty with those characteristics. As a conclusion, the study shows that current Unisel's students are ready to participate in e-Learning environment if the institution decided to embark on e-Learning methodology.

Assessing Complex Learning Objectives through Analytics

Science.gov (United States)

Horodyskyj, L.; Mead, C.; Buxner, S.; Semken, S. C.; Anbar, A. D.

2016-12-01

A significant obstacle to improving the quality of education is the lack of easy-to-use assessments of higher-order thinking. Most existing assessments focus on recall and understanding questions, which demonstrate lower-order thinking. Traditionally, higher-order thinking is assessed with practical tests and written responses, which are time-consuming to analyze and are not easily scalable. Computer-based learning environments offer the possibility of assessing such learning outcomes based on analysis of students' actions within an adaptive learning environment. Our fully online introductory science course, Habitable Worlds, uses an intelligent tutoring system that collects and responds to a range of behavioral data, including actions within the keystone project. This central project is a summative, game-like experience in which students synthesize and apply what they have learned throughout the course to identify and characterize a habitable planet from among hundreds of stars. Student performance is graded based on completion and accuracy, but two additional properties can be utilized to gauge higher-order thinking: (1) how efficient a student is with the virtual currency within the project and (2) how many of the optional milestones a student reached. In the project, students can use the currency to check their work and "unlock" convenience features. High-achieving students spend close to the minimum amount required to reach these goals, indicating a high-level of concept mastery and efficient methodology. Average students spend more, indicating effort, but lower mastery. Low-achieving students were more likely to spend very little, which indicates low effort. Differences on these metrics were statistically significant between all three of these populations. We interpret this as evidence that high-achieving students develop and apply efficient problem-solving skills as compared to lower-achieving student who use more brute-force approaches.

Making Intercultural Language Learning Visible and Assessable

Science.gov (United States)

Moloney, Robyn; Harbon, Lesley

2010-01-01

While languages education (Liddicoat, 2002) is being transformed by intercultural language learning theory, there is little illustration of either how students are achieving intercultural learning or how to assess it. This article reports on a study of high school language students in Sydney, Australia. Its findings make visible student…

Innovative Assessment Paradigm to Enhance Student Learning in Engineering Education

Science.gov (United States)

El-Maaddawy, Tamer

2017-01-01

Incorporation of student self-assessment (SSA) in engineering education offers opportunities to support and encourage learner-led-learning. This paper presents an innovative assessment paradigm that integrates formative, summative, and SSA to enhance student learning. The assessment innovation was implemented in a senior-level civil engineering…

Assessment for Complex Learning Resources: Development and Validation of an Integrated Model

Directory of Open Access Journals (Sweden)

Gudrun Wesiak

2013-01-01

Full Text Available Today’s e-learning systems meet the challenge to provide interactive, personalized environments that support self-regulated learning as well as social collaboration and simulation. At the same time assessment procedures have to be adapted to the new learning environments by moving from isolated summative assessments to integrated assessment forms. Therefore, learning experiences enriched with complex didactic resources - such as virtualized collaborations and serious games - have emerged. In this extension of [1] an integrated model for e-assessment (IMA is outlined, which incorporates complex learning resources and assessment forms as main components for the development of an enriched learning experience. For a validation the IMA was presented to a group of experts from the fields of cognitive science, pedagogy, and e-learning. The findings from the validation lead to several refinements of the model, which mainly concern the component forms of assessment and the integration of social aspects. Both aspects are accounted for in the revised model, the former by providing a detailed sub-model for assessment forms.

E-learning and nursing assessment skills and knowledge - An integrative review.

Science.gov (United States)

McDonald, Ewan W; Boulton, Jessica L; Davis, Jacqueline L

2018-07-01

This review examines the current evidence on the effectiveness of digital technologies or e-based learning for enhancing the skills and knowledge of nursing students in nursing assessment. This integrative review identifies themes emerging from e-learning and 'nursing assessment' literature. Literature reviews have been undertaken in relation to digital learning and nursing education, including clinical skills, clinical case studies and the nurse-educator role. Whilst perceptions of digital learning are well covered, a gap in knowledge persists for understanding the effectiveness of e-learning on nursing assessment skills and knowledge. This is important as comprehensive assessment skills and knowledge are a key competency for newly qualified nurses. The MEDLINE, CINAHL, Cochrane Library and ProQuest Nursing and Allied Health Source electronic databases were searched for the period 2006 to 2016. Hand searching in bibliographies was also undertaken. Selection criteria for this review included: FINDINGS: Twenty articles met the selection criteria for this review, and five major themes for e-based learning were identified (a) students become self-evaluators; (b) blend and scaffold learning; (c) measurement of clinical reasoning; (d) mobile technology and Facebook are effective; and (e) training and preparation is vital. Although e-based learning programs provide a flexible teaching method, evidence suggests e-based learning alone does not exceed face-to-face patient simulation. This is particularly the case where nursing assessment learning is not scaffolded. This review demonstrates that e-based learning and traditional teaching methods used in conjunction with each other create a superior learning style. Copyright © 2018 Elsevier Ltd. All rights reserved.

Developing a Competency-Based Assessment Approach for Student Learning

Science.gov (United States)

Dunning, Pamela T.

2014-01-01

Higher education accrediting bodies are increasing the emphasis on assessing student learning outcomes as opposed to teaching methodology. The purpose of this article is to describe the process used by Troy University's Master of Public Administration program to change their assessment approach from a course learning objective perspective to a…

Enhancing students' learning in problem based learning: validation of a self-assessment scale for active learning and critical thinking

NARCIS (Netherlands)

Khoiriyah, U.; Roberts, C.; Jorm, C.; Vleuten, C.P. van der

2015-01-01

BACKGROUND: Problem based learning (PBL) is a powerful learning activity but fidelity to intended models may slip and student engagement wane, negatively impacting learning processes, and outcomes. One potential solution to solve this degradation is by encouraging self-assessment in the PBL

Assessing the Value of E-Learning Systems

Science.gov (United States)

Levy, Yair

2006-01-01

"Assessing the Value of E-Learning Systems" provides an extensive literature review pulling theories from the field of information systems, psychology and cognitive sciences, distance and online learning, as well as marketing and decision sciences. This book provides empirical evidence for the power of measuring value in the context of e-learning…

Assessment and E-Learning: Current Issues and Future Trends

Science.gov (United States)

Cowie, Neil; Sakui, Keiko

2015-01-01

This paper describes different ways in which digital technology can be used for language learning. It then identifies some key trends connecting assessment and technology in language learning and higher education: the use of automated systems to enhance traditional assessment practices; the use of Web 2.0 tools to facilitate new assessment…

A Perspective on Student Learning Outcome Assessment at Qatar University

Science.gov (United States)

Al-Thani, Shaikha Jabor; Abdelmoneim, Ali; Daoud, Khaled; Cherif, Adel; Moukarzel, Dalal

2014-01-01

This paper provides a unique perspective on the student learning outcome assessment process as adopted and implemented at Qatar University from 2006 to 2012. The progress of the student learning outcome assessment and continuous improvement efforts at the university and the initiatives taken to establish a culture of assessment and evidence-based…

Learning from internships in gerontology and geriatrics: assessment and program evaluation.

Science.gov (United States)

Karasik, Rona J

2009-01-01

Internships are an essential component of gerontological education. Harvesting the learning from internships, however, requires careful attention to assessing an intern's work. In addition to providing feedback to students, internship assessment can also yield data useful for academic program evaluation. Drawing on internship assessment data collected from undergraduate and graduate gerontology interns and their community preceptors over a period of seven semesters, this article explores (1) concerns regarding how to assess what interns are learning, (2) ways to provide students with additional opportunities for learning from their internships, and (3) how information from these student-learning outcomes may be used to evaluate the effectiveness of the overall academic program.

Forum: Learning Outcomes in Communication. Assessment and NCA's Student Learning Outcomes

Science.gov (United States)

Mello, Brad; Brammer, Leila R.; White, Cindy; Hernandez, Trisha; Bach, Betsy

2016-01-01

Among faculty, assessment is frequently discussed as an added burden that does little to improve student learning, existing to appease administrators and accreditors. In fact, at one of the author's institutions, a faculty listserv post argued that assessment was a corporate and political move to standardize all education and destroy faculty…

Recent machine learning advancements in sensor-based mobility analysis: Deep learning for Parkinson's disease assessment.

Science.gov (United States)

Eskofier, Bjoern M; Lee, Sunghoon I; Daneault, Jean-Francois; Golabchi, Fatemeh N; Ferreira-Carvalho, Gabriela; Vergara-Diaz, Gloria; Sapienza, Stefano; Costante, Gianluca; Klucken, Jochen; Kautz, Thomas; Bonato, Paolo

2016-08-01

The development of wearable sensors has opened the door for long-term assessment of movement disorders. However, there is still a need for developing methods suitable to monitor motor symptoms in and outside the clinic. The purpose of this paper was to investigate deep learning as a method for this monitoring. Deep learning recently broke records in speech and image classification, but it has not been fully investigated as a potential approach to analyze wearable sensor data. We collected data from ten patients with idiopathic Parkinson's disease using inertial measurement units. Several motor tasks were expert-labeled and used for classification. We specifically focused on the detection of bradykinesia. For this, we compared standard machine learning pipelines with deep learning based on convolutional neural networks. Our results showed that deep learning outperformed other state-of-the-art machine learning algorithms by at least 4.6 % in terms of classification rate. We contribute a discussion of the advantages and disadvantages of deep learning for sensor-based movement assessment and conclude that deep learning is a promising method for this field.

Assessment of Learning in Digital Interactive Social Networks: A Learning Analytics Approach

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Wilson, Mark; Gochyyev, Perman; Scalise, Kathleen

2016-01-01

This paper summarizes initial field-test results from data analytics used in the work of the Assessment and Teaching of 21st Century Skills (ATC21S) project, on the "ICT Literacy--Learning in digital networks" learning progression. This project, sponsored by Cisco, Intel and Microsoft, aims to help educators around the world enable…

Using Education Diplomacy to Help 15 Learning Champions Rethink Educational Assessment

Science.gov (United States)

Anderson, Kate

2018-01-01

Learning assessment is essential for education systems to provide quality and equitable education. Education partners, both national and international, are supporting education systems around the world in their efforts to develop and implement holistic learning assessment strategies and mechanisms. In many cases, examining how learning is being…

How employees perceive organizational learning: construct validation of the 25-item short form of the strategic learning assessment map (SF-SLAM)

NARCIS (Netherlands)

Mainert, Jakob; Niepel, Christoph; Lans, T.; Greiff, Samuel

2018-01-01

Purpose: The Strategic Learning Assessment Map (SLAM) originally assessed organizational learning (OL) at the level of the firm by addressing managers, who rated OL in the SLAM on five dimensions of individual learning, group learning, organizational learning, feed-forward learning, and feedback

Assessment of Prior Learning in Adult Vocational Education and Training

Directory of Open Access Journals (Sweden)

Vibe Aarkrog

2015-04-01

Full Text Available The article deals about the results of a study of school-based Assessment of Prior Learning of adults who have enrolled as students in a VET college in order to qualify for occupations as skilled workers. Based on examples of VET teachers’ methods for assessing the students’ prior learning in the programs for gastronomes, respectively child care assistants the article discusses two issues in relation to Assessment of Prior Learing: the encounter of practical experience and school-based knowledge and the validity and reliability of the assessment procedures. Through focusing on the students’ knowing that and knowing why the assessment is based on a scholastic perception of the students’ needs for training, reflecting one of the most important challenges in Assessment of Prior Learning: how can practical experience be transformed into credits for the knowledge parts of the programs? The study shows that by combining several Assessment of Prior Learning methods and comparing the teachers’ assessments the teachers respond to the issues of validity and reliability. However, validity and reliability might be even further strengthened, if the competencies are well defined, if the education system is aware of securing a reasonable balance between knowing how, knowing that, and knowing why, and if the teachers are adequately trained for the assessment procedures.

Characterization of the triple-component linoleic acid isomerase in Lactobacillus plantarum ZS2058 by genetic manipulation.

Science.gov (United States)

Yang, B; Qi, H; Gu, Z; Zhang, H; Chen, W; Chen, H; Chen, Y Q

2017-11-01

To assess the mechanism for conjugated linoleic acid (CLA) production in Lactobacillus plantarum ZS2058. CLA has attracted great interests for decades due to its health-associated benefits including anticancer, anti-atherogenic, anti-obesity and modulation of the immune system. A number of microbial CLA producers were widely reported including lactic acid bacteria. Lactobacillus plantarum ZS2058, an isolate from Chinese traditional fermented food, could convert LA to CLA with various intermediates. To characterize the genetic determinants for generating CLA, a cre-lox-based system was utilized to delete the genes encoding myosin cross-reactive antigen (MCRA), short-chain dehydrogenase/oxidoreductase (DH) and acetoacetate decarboxylase (DC) in Lact. plantarum ZS2058, respectively. Neither intermediate was detected in the corresponding gene deletion mutant. Meanwhile all those mutants could recover the ability to convert linoleic acid to CLA when the corresponding gene was completed. The results indicated that CLA production was a multiple-step reaction catalysed by triple-component linoleate isomerase system encoded by mcra, dh and dc. Multicomponent linoleic acid isomerase provided important results for illustration unique mechanism for CLA production in Lact. plantarum ZS2058. Lactobacilli with CLA production ability offer novel opportunities for functional food development. © 2017 The Society for Applied Microbiology.

What Starts to Happen to Assessment When Teachers Learn about Their Children's Informal Learning?

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Bourke, Roseanna; O'Neill, John; Loveridge, Judith

2018-01-01

Classroom assessment practices are greatly influenced by national and local policies on assessment. Typically, these include accountability requirements for schools to evidence and report their students' learning in the form of specific learning outcomes, calibrated against national benchmark standards of achievement and progression. An…

Assessing Interprofessional Education Collaborative Competencies in Service-Learning Course.

Science.gov (United States)

Sevin, Alexa M; Hale, Kenneth M; Brown, Nicole V; McAuley, James W

2016-03-25

Objective. To investigate the effect of an interprofessional service-learning course on health professions students' self-assessment of Interprofessional Education Collaborative (IPEC) competencies. Design. The semester-long elective course consisted of two components: a service component where students provided patient care in an interprofessional student-run free clinic and bi-weekly workshops in which students reflected on their experiences and discussed roles, team dynamics, communication skills, and challenges with underserved patient populations. Assessment. All fifteen students enrolled in the course completed a validated 42-question survey in a retrospective post-then-pre design. The survey instrument assessed IPEC competencies in four domains: Values and Ethics, Roles and Responsibilities, Interprofessional Communication, and Teams and Teamwork. Students' self-assessment of IPEC competencies significantly improved in all four domains after completion of the course. Conclusion. Completing an interprofessional service-learning course had a positive effect on students' self-assessment of interprofessional competencies, suggesting service-learning is an effective pedagogical platform for interprofessional education.

Towards a Quality Assessment Method for Learning Preference Profiles in Negotiation

Science.gov (United States)

Hindriks, Koen V.; Tykhonov, Dmytro

In automated negotiation, information gained about an opponent's preference profile by means of learning techniques may significantly improve an agent's negotiation performance. It therefore is useful to gain a better understanding of how various negotiation factors influence the quality of learning. The quality of learning techniques in negotiation are typically assessed indirectly by means of comparing the utility levels of agreed outcomes and other more global negotiation parameters. An evaluation of learning based on such general criteria, however, does not provide any insight into the influence of various aspects of negotiation on the quality of the learned model itself. The quality may depend on such aspects as the domain of negotiation, the structure of the preference profiles, the negotiation strategies used by the parties, and others. To gain a better understanding of the performance of proposed learning techniques in the context of negotiation and to be able to assess the potential to improve the performance of such techniques a more systematic assessment method is needed. In this paper we propose such a systematic method to analyse the quality of the information gained about opponent preferences by learning in single-instance negotiations. The method includes measures to assess the quality of a learned preference profile and proposes an experimental setup to analyse the influence of various negotiation aspects on the quality of learning. We apply the method to a Bayesian learning approach for learning an opponent's preference profile and discuss our findings.

Marketing Prior Learning Assessment Programs.

Science.gov (United States)

Heeger, Gerald A.

1983-01-01

Experiential learning programs must be marketed effectively if they are to succeed. The formulation of market strategy is discussed including: strategic planning; identification of a market target; and development of a market mix. A commitment to marketing academic programs is seen as a commitment to self-assessment. (MW)

Transportation life cycle assessment (LCA) synthesis : life cycle assessment learning module series.

Science.gov (United States)

2015-03-12

The Life Cycle Assessment Learning Module Series is a set of narrated, self-advancing slideshows on : various topics related to environmental life cycle assessment (LCA). This research project produced the first 27 of such modules, which : are freely...

Imbalanced Learning for Functional State Assessment

Science.gov (United States)

Li, Feng; McKenzie, Frederick; Li, Jiang; Zhang, Guangfan; Xu, Roger; Richey, Carl; Schnell, Tom

2011-01-01

This paper presents results of several imbalanced learning techniques applied to operator functional state assessment where the data is highly imbalanced, i.e., some function states (majority classes) have much more training samples than other states (minority classes). Conventional machine learning techniques usually tend to classify all data samples into majority classes and perform poorly for minority classes. In this study, we implemented five imbalanced learning techniques, including random undersampling, random over-sampling, synthetic minority over-sampling technique (SMOTE), borderline-SMOTE and adaptive synthetic sampling (ADASYN) to solve this problem. Experimental results on a benchmark driving lest dataset show thai accuracies for minority classes could be improved dramatically with a cost of slight performance degradations for majority classes,

Assessment of Learning Gains in a Flipped Biochemistry Classroom

Science.gov (United States)

Ojennus, Deanna Dahlke

2016-01-01

The flipped classroom has become an increasingly popular pedagogical approach to teaching and learning. In this study, learning gains were assessed in a flipped biochemistry course and compared to gains in a traditional lecture. Although measured learning gains were not significantly different between the two courses, student perception of…

Internal and External Factors Affecting Teachers' Adoption of Formative Assessment to Support Learning

Science.gov (United States)

Izci, Kemal

2016-01-01

Assessment forms an important part of instruction. Assessment that aims to support learning is known as formative assessment and it contributes student's learning gain and motivation. However, teachers rarely use assessment formatively to aid their students' learning. Thus reviewing the factors that limit or support teachers' practices of…

Assessing propensity to learn from safety-related events

NARCIS (Netherlands)

Drupsteen, L.; Wybo, J.L.

2015-01-01

Most organisations aim to use experience from the past to improve safety, for instance through learning from safety-related incidents and accidents. Whether an organisation is able to learn successfully can however only be determined afterwards. So far, there are no proactive measures to assess

Pengembangan problem based learning dengan assessment for learning berbantuan smartphone dalam pembelajaran matematika

Directory of Open Access Journals (Sweden)

Muhammad Ridlo Yuwono

2017-11-01

Full Text Available [Bahasa]: Penelitian ini bertujuan untuk menghasilkan model Problem Based Learning (PBL menggunakan penilaian Assessment for Learning (AfL berbantuan smartphone, disingkat PBL-AfL-S yang valid, praktis dan efektif untuk mendukung implementasi kurikulum 2013 di SMA. Tahap-tahap pengembangan model PBL-AfL-S terdiri dari penelitian pendahuluan, pengembangan/prototiping, dan evaluasi. Kualitas model PBL-AfL-S mengacu pada kriteria kualitas menurut Nieveen (1999 yaitu valid, praktis, dan efektif. Model PBL-AfL-S diujicobakan di SMA Negeri 3 Klaten dalam dua tahap uji coba. Uji coba tahap I dilaksanakan di kelas XI-IPA 6 dan uji coba tahap II dilaksanakan di kelas XI-IPA 7. Instrumen penelitian terdiri dari: 1 Instrumen penilaian kevalidan komponen model dan perangkat pendukung pembelajaran, 2 Instrumen kepraktisan aktivitas guru dan siswa, dan 3 Instrumen keefektifan yang meliputi angket penilaian diri, lembar penilaian proyek, tes prestasi belajar, dan lembar respon siswa. Hasil penelitian menunjukkan bahwa model PBL-AfL-S dan perangkat pembelajarannya telah memenuhi kriteria valid, praktis dan efektif. Kata kunci: Pembelajaran; Masalah; Asesmen; Smartphone [English]: This study aims to develop a Problem Based Learning (PBL model using Assessment for Learning (AFL with smartphone, abbreviated as PBL-AfL-S as valid, practical and effective to support the implementation of the 2013 curriculum in High School. The stages of developing the PBL-AfL-S model consist of preliminary research, development or prototyping, and evaluation. The quality criteria of PBL-AfL-S refer to Nieveen (1999, i.e. valid, practical, and effective. The PBL-AfL-S model was piloted in SMA Negeri 3 Klaten in two phases. Tryout 1 was conducted in class XI-IPA 6 and tryout 2 was in class XI-IPA 7. The research instruments consist of: 1 The validity instrument of the model and its learning support tools, 2 the practicality of the teacher’s and students’ activity, and 3 The

Analysis and Assessment of Computer-Supported Collaborative Learning Conversations

NARCIS (Netherlands)

Trausan-Matu, Stefan

2008-01-01

Trausan-Matu, S. (2008). Analysis and Assessment of Computer-Supported Collaborative Learning Conversations. Workshop presentation at the symposium Learning networks for professional. November, 14, 2008, Heerlen, Nederland: Open Universiteit Nederland.

Student Engagement and Blended Learning: Making the Assessment Connection

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Vaughan, Norman

2014-01-01

There is an increased focus on student engagement and blended approaches to learning in higher education. This article demonstrates how collaborative learning applications and a blended approach to learning can be used to design and support assessment activities that increase levels of student engagement with course concepts, their peers, faculty…

Assessing Performance and Learning in Interprofessional Health Care Teams.

Science.gov (United States)

Ekmekci, Ozgur; Sheingold, Brenda; Plack, Margaret; LeLacheur, Susan; Halvaksz, Jennifer; Lewis, Karen; Schlumpf, Karen; Greenberg, Larrie

2015-01-01

Teamwork has become an integral part of health care delivery. Such emphasis on teamwork has generated the need to systematically measure and improve the learning and performance of health care teams. The purpose of this study was to develop a comprehensive assessment instrument, the Interprofessional Education and Practice Inventory (IPEPI), to evaluate learning and performance in interprofessional health care teams. The 12-month study commenced in three 4-month phases: (1) a panel of 25 national and international experts participated in the Delphi process to identify factors influencing team learning and team performance; (2) the research team analyzed the findings from the two Delphi rounds to develop the IPEPI; and (3) a cohort of 27 students at the university engaged in clinical simulations to test and refine the IPEPI. Findings suggest key factors that significantly influence team learning and performance include whether the group is able to foster a climate of mutual respect, adopt effective communication strategies, develop a sense of trust, and invite contributions from others. Additionally, in assessing organizational factors, participants indicated those factors that significantly influence team learning and performance include whether the organization is patient-centered, creates a culture of safety (not blame), and supports individual and team learning. These findings highlight the critical role assessment plays in enhancing not just interprofessional education or interprofessional practice, but in essence advancing interprofessional education and practice--which requires an integrated examination of how health care professionals learn and perform in teams.

Conceptualizing impact assessment as a learning process

International Nuclear Information System (INIS)

Sánchez, Luis E.; Mitchell, Ross

2017-01-01

This paper explores how project developers and their consultants, government regulators and stakeholders can learn from the impact assessment (IA) process, thus potentially improving its effectiveness and enhancing project sustainability. Despite the benefits that learning can bring to an organization, failure to learn appears commonplace both within the IA process and, once approved, subsequent industrial development. To nurture organizational learning through IA, enabling structures that foster information sharing and interpretation and enhance organizational memory are needed. In this paper learning outcomes are grouped into three categories: acquisition of knowledge and skills, developing new behaviors and developing sustainability-oriented norms and values. Means to achieve such outcomes include education and training, experiential learning, learning through public participation (social learning) and a ‘learning organization approach’. Societal expectations increasingly demand not only projects that ‘pass’ the review criteria of regulators, financiers and the community, but IA processes capable of delivering sustainable outcomes that include learning and sharing of knowledge. It is proposed that learning be treated as a purposeful – not as an accidental – outcome of IA, and facilitated by adopting a ‘learning organization approach’ coupled with best practice such as early stakeholder engagement. - Highlights: • Proponents are challenged to develop projects that deliver sustainable outcomes. • Passing the test of government approval may be insufficient to obtain a social license. • Learning by all stakeholders is vital to meet these challenges. • Learning outcomes have to go beyond instrumental learning to reach new behaviors, norms and values. • A “learning organization approach” can promote mutual learning and improve project design.

Conceptualizing impact assessment as a learning process

Energy Technology Data Exchange (ETDEWEB)

Sánchez, Luis E., E-mail: lsanchez@usp.br [Escola Politécnica, University of São Paulo, Av. Prof. Mello Moraes, 2373, 05508-900 São Paulo (Brazil); Mitchell, Ross, E-mail: ross.mitchell@ualberta.net [Shell International Exploration & Production BV (Netherlands)

2017-01-15

This paper explores how project developers and their consultants, government regulators and stakeholders can learn from the impact assessment (IA) process, thus potentially improving its effectiveness and enhancing project sustainability. Despite the benefits that learning can bring to an organization, failure to learn appears commonplace both within the IA process and, once approved, subsequent industrial development. To nurture organizational learning through IA, enabling structures that foster information sharing and interpretation and enhance organizational memory are needed. In this paper learning outcomes are grouped into three categories: acquisition of knowledge and skills, developing new behaviors and developing sustainability-oriented norms and values. Means to achieve such outcomes include education and training, experiential learning, learning through public participation (social learning) and a ‘learning organization approach’. Societal expectations increasingly demand not only projects that ‘pass’ the review criteria of regulators, financiers and the community, but IA processes capable of delivering sustainable outcomes that include learning and sharing of knowledge. It is proposed that learning be treated as a purposeful – not as an accidental – outcome of IA, and facilitated by adopting a ‘learning organization approach’ coupled with best practice such as early stakeholder engagement. - Highlights: • Proponents are challenged to develop projects that deliver sustainable outcomes. • Passing the test of government approval may be insufficient to obtain a social license. • Learning by all stakeholders is vital to meet these challenges. • Learning outcomes have to go beyond instrumental learning to reach new behaviors, norms and values. • A “learning organization approach” can promote mutual learning and improve project design.

Bootcamp EMMA MOOC Assessment for learning in practice

NARCIS (Netherlands)

Firssova, Olga; Brouns, Francis

2016-01-01

At the EDEN Conference an introduction to the EMMA platform will be combined with learning activities relevant to the topic of Formative Assessment. EDEN conference participants will have an opportunity to join the MOOC prior to the conference or at the conference. A range of learning activities

Impact of self-assessment by students on their learning.

Science.gov (United States)

Sharma, Rajeev; Jain, Amit; Gupta, Naveenta; Garg, Sonia; Batta, Meenal; Dhir, Shashi Kant

2016-01-01

Tutor assessment is sometimes also considered as an exercise of power by the assessor over assesses. Student self-assessment is the process by which the students gather information about and reflect on their own learning and is considered to be a very important component of learning. The primary objective of this study was to analyze the impact of self-assessment by undergraduate medical students on their subsequent academic performance. The secondary objective was to obtain the perception of students and faculty about self-assessment as a tool for enhanced learning. The study was based on the evaluation of two theory tests consisting of both essay type and short answer questions, administered to students of the 1(st) year MBBS (n = 89). They self-assessed their performance after 3 days of the first test followed by marking of faculty and feedback. Then, a nonidentical theory test on the same topic with the same difficulty level was conducted after 7 days and assessed by the teachers. The feedback about the perception of students and faculty about this intervention was obtained. Significant improvement in the academic performance after the process of self-assessment was observed (P academic performance, helping them in development of critical skills for analysis of their own work.

Contribution of continuous assessment to student learning in ...

African Journals Online (AJOL)

The study seeks to find out whether continuous assessment contributes to students' performance mathematics. The objectives of this study were to find out whether; Students see continuous assessment as a motivating factor in their learning, there is any workload involved in filling of continuous assessment termly, ...

Integrated reactive self-assessment for programmatic learning

International Nuclear Information System (INIS)

Corcoran, W.R.

1996-01-01

This paper presents a generalized method for using reactive self-assessment. The application is to programmatic learning involving the integration of reactive self-assessment results over a period of time. This paper also presents some of the results of one application of the process. Self-assessment, in general, is the assessment conducted or sponsored by an individual or organization of its own activities for the purpose of detecting improvement opportunities, either of the corrective or the enhancement types. Reactive self-assessment is a self-assessment activity conducted in reaction to a shortfall event. An integrative reactive self-assessment is a self-assessment that integrates a set of reactive self-assessment results. Programmatic learning is increasing the knowledge base in a program area. Self-assessment, in general, and reactive self-assessment, in particular, are required by federal quality requirements. One such program area is nuclear power plant testing, which is also required by federal quality requirements. Any program area could have been selected, but this one was selected because it was involved in the Chernobyl accident, the most consequential nuclear power accident up until the time of this writing. Other consequential accidents involving nuclear power plant testing were the Browns Ferry fire and the Salem overspeed event. (The author, of course, does not conduct nuclear power plant testing but is doing a self-assessment as if he were acting for an organization that did testing.)

Does learning style influence academic performance in different forms of assessment?

Science.gov (United States)

Wilkinson, Tracey; Boohan, Mairead; Stevenson, Michael

2014-03-01

Educational research on learning styles has been conducted for some time, initially within the field of psychology. Recent research has widened to include more diverse disciplines, with greater emphasis on application. Although there are numerous instruments available to measure several different dimensions of learning style, it is generally accepted that styles differ, although the qualities of more than one style may be inherent in any one learner. But do these learning styles have a direct effect on student performance in examinations, specifically in different forms of assessment? For this study, hypotheses were formulated suggesting that academic performance is influenced by learning style. Using the Honey and Mumford Learning Style Questionnaire, learning styles of a cohort of first year medical and dental students at Queen's University Belfast were assessed. Pearson correlation was performed between the score for each of the four learning styles and the student examination results in a variety of subject areas (including anatomy) and in different types of assessments - single best answer, short answer questions and Objective Structured Clinical Examinations. In most of the analyses, there was no correlation between learning style and result and in the few cases where the correlations were statistically significant, they generally appeared to be weak. It seems therefore from this study that although the learning styles of students vary, they have little effect on academic performance, including in specific forms of assessment. © 2013 Anatomical Society.

Self-Assessment: Challenging Students to Take Charge of Learning

Science.gov (United States)

Harada, Violet H.

2010-01-01

Students are frequently unaware that they hold the power of learning in their own hands. Their ability to figure out what they are doing and where they are heading are crucial keys to consciously applying learning strategies, developing effective work habits, and assessing their own performance. The ability to regulate one's own learning means…

Assessing Higher Education Learning Outcomes in Brazil

Science.gov (United States)

Pedrosa, Renato H. L.; Amaral, Eliana; Knobel, Marcelo

2013-01-01

Brazil has developed an encompassing system for quality assessment of higher education, the National System of Higher Education Evaluation (SINAES), which includes a test for assessing learning outcomes at the undergraduate level, the National Exam of Student Performance (ENADE). The present system has been running since 2004, and also serves as…

Developing an Assessment of Learning Process: The Importance of Pre-Testing

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Sheran, Michelle; Sarbaum, Jeffrey

2012-01-01

Colleges and universities are increasingly being held accountable for assessing and reporting student learning. Recently there has been increased focus on using assessment to improve learning over time. In this paper we present a simple, step-by-step assessment process that will deliver meaningful results to achieve these ends. We emphasize the…

e-Learning in Advanced Life Support-What factors influence assessment outcome?

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Thorne, C J; Lockey, A S; Kimani, P K; Bullock, I; Hampshire, S; Begum-Ali, S; Perkins, G D

2017-05-01

To establish variables which are associated with favourable Advanced Life Support (ALS) course assessment outcomes, maximising learning effect. Between 1 January 2013 and 30 June 2014, 8218 individuals participated in a Resuscitation Council (UK) e-learning Advanced Life Support (e-ALS) course. Participants completed 5-8h of online e-learning prior to attending a one day face-to-face course. e-Learning access data were collected through the Learning Management System (LMS). All participants were assessed by a multiple choice questionnaire (MCQ) before and after the face-to-face aspect alongside a practical cardiac arrest simulation (CAS-Test). Participant demographics and assessment outcomes were analysed. The mean post e-learning MCQ score was 83.7 (SD 7.3) and the mean post-course MCQ score was 87.7 (SD 7.9). The first attempt CAS-Test pass rate was 84.6% and overall pass rate 96.6%. Participants with previous ALS experience, ILS experience, or who were a core member of the resuscitation team performed better in the post-course MCQ, CAS-Test and overall assessment. Median time spent on the e-learning was 5.2h (IQR 3.7-7.1). There was a large range in the degree of access to e-learning content. Increased time spent accessing e-learning had no effect on the overall result (OR 0.98, P=0.367) on simulated learning outcome. Clinical experience through membership of cardiac arrest teams and previous ILS or ALS training were independent predictors of performance on the ALS course whilst time spent accessing e-learning materials did not affect course outcomes. This supports the blended approach to e-ALS which allows participants to tailor their e-learning experience to their specific needs. Copyright © 2017 Elsevier B.V. All rights reserved.

Criteria for assessing learning material for distance education ...

African Journals Online (AJOL)

This article proposes eight broad criteria for assessing learning material for distance education institutions such as the University of South Africa (Unisa) where learning material in print format is the main teaching method. To this end, the article analyses and evaluates the major trends in the international and national fields ...

Assessment of learning gains in a flipped biochemistry classroom.

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Ojennus, Deanna Dahlke

2016-01-01

The flipped classroom has become an increasingly popular pedagogical approach to teaching and learning. In this study, learning gains were assessed in a flipped biochemistry course and compared to gains in a traditional lecture. Although measured learning gains were not significantly different between the two courses, student perception of learning gains did differ and indicates a higher level of satisfaction with the flipped lecture format. © 2015 The International Union of Biochemistry and Molecular Biology.

Assessment of first-year medical students' perceptions of teaching and learning through team-based learning sessions.

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Obad, Adam S; Peeran, Ahmed A; Shareef, Mohammad Abrar; Alsheikh, Wissal J; Kalagi, Dana A; AlAmodi, Abdulhadi A; Khan, Tehreem A; Shaikh, Abdul Ahad; Ganguly, Paul; Yaqinuddin, Ahmed

2016-12-01

Team-based learning (TBL) is an emerging teaching and learning strategy being employed in medical schools. The College of Medicine at Alfaisal University has adopted a TBL approach as an instructional method for first-year medical students. The aim of the present study was to describe the TBL method employed at Alfaisal University College of Medicine and to assess first-year medical students' perceptions of this learning modality for the anatomy- and physiology-based blocks/courses in organ systems form of curriculum. A five-point Likert scale questionnaire was structured based on Kirkpatrick's theory and assessed three major domains: reaction, learning, and behavior. Confirmatory factor analysis (CFA) and Cronbach's α-coefficient tests were used to assess the validity and reliability of the construct, respectively. CFA showed an adequate validity of the survey and Cronbach's α revealed an acceptable internal uniformity (0.69). A total of 185 respondents rated reaction, learning, and behavior toward introduction of TBL as 3.53 ± 1.01, 3.59 ± 1.12, and 3.57 ± 1.12, respectively. Excellent students rated TBL highly in all major domains compared with borderline students (reaction, behavior, and learning domains with P values of teaching and learning strategy for functional anatomy, and prior involvement in teamwork and academic performance correlates with higher ratings of TBL. Copyright © 2016 the American Physiological Society.

Pedagogic Effects of Cooperative Learning Assessment in the Chemistry I Classroom

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Champion, Jennifer

Over the last 30 years, there has been ongoing research and debate concerning the implementation and effectiveness of cooperative learning in the classroom. The problem is determining the fair assignment of individual grades while using cooperative work. Teachers have limited time to compile, equate, and convert group grades for each student. The purpose of this quasi-experimental study was to examine the impact of cooperative learning assessment on student achievement. This study aimed to determine the relationship between teacher-assigned/group-elected laboratory positions (independent variable) and academic achievement (dependent variable) while using the cards on the table approach of cooperative learning assessment. Participants consisted of 2 classes of Chemistry I students enrolled in a small rural school system. Alternative assessment practices such as the cards on the table approach of cooperative learning assessment were examined and discussed. Results of ANCOVA analyses indicated no significance difference in the adjusted scores between teacher-assigned versus group-elected laboratory positions within structured laboratory groups on the academic achievement of Chemistry I students as measured by a standardized pretest/posttest while using the cooperative learning assessment. Conducting paired samples t tests revealed the group-assigned students improved significantly from pretest to posttest while the teacher-assigned students had no significant improvements. The study may affect positive social change by helping teachers develop guidelines for fair assessment of individual grades from cooperative learning activities and to enrich the academic repertoire of students, increasing their awareness of accountability and collaboration.

Assessing Creative Thinking in Design-Based Learning

Science.gov (United States)

Doppelt, Yaron

2009-01-01

Infusing creative thinking competence through the design process of authentic projects requires not only changing the teaching methods and learning environment, but also adopting new assessment methods, such as portfolio assessment. The participants in this study were 128 high school pupils who have studied MECHATRONICS from 10th to 12th grades…

Mathematics authentic assessment on statistics learning: the case for student mini projects

Science.gov (United States)

Fauziah, D.; Mardiyana; Saputro, D. R. S.

2018-03-01

Mathematics authentic assessment is a form of meaningful measurement of student learning outcomes for the sphere of attitude, skill and knowledge in mathematics. The construction of attitude, skill and knowledge achieved through the fulfilment of tasks which involve active and creative role of the students. One type of authentic assessment is student mini projects, started from planning, data collecting, organizing, processing, analysing and presenting the data. The purpose of this research is to learn the process of using authentic assessments on statistics learning which is conducted by teachers and to discuss specifically the use of mini projects to improving students’ learning in the school of Surakarta. This research is an action research, where the data collected through the results of the assessments rubric of student mini projects. The result of data analysis shows that the average score of rubric of student mini projects result is 82 with 96% classical completeness. This study shows that the application of authentic assessment can improve students’ mathematics learning outcomes. Findings showed that teachers and students participate actively during teaching and learning process, both inside and outside of the school. Student mini projects also provide opportunities to interact with other people in the real context while collecting information and giving presentation to the community. Additionally, students are able to exceed more on the process of statistics learning using authentic assessment.

Workplace-based assessment and students' approaches to learning: a qualitative inquiry.

Science.gov (United States)

Al-Kadri, Hanan M; Al-Kadi, Mohammed T; Van Der Vleuten, Cees P M

2013-01-01

We have performed this research to assess the effect of work-place based assessment (WBA) practice on medical students' learning approaches. The research was conducted at the King Saud bin Abdulaziz University for Health Sciences, College of Medicine from 1 March to 31 July 2012. We conducted a qualitative, phenomenological research utilizing semi-structured individual interviews with medical students exposed to WBA. The audio-taped interviews were transcribed verbatim, analyzed, and themes were identified. We preformed investigators' triangulation, member checking with clinical supervisors and we triangulated the data with a similar research performed prior to the implementation of WBA. WBA results in variable learning approaches. Based on several affecting factors; clinical supervisors, faculty-given feedback, and assessment function, students may swing between surface, deep and effort and achievement learning approaches. Students' and supervisors' orientations on the process of WBA, utilization of peer feedback and formative rather than summative assessment facilitate successful implementation of WBA and lead to students' deeper approaches to learning. Interestingly, students and their supervisors have contradicting perceptions to WBA. A change in culture to unify students' and supervisors' perceptions of WBA, more accommodation of formative assessment, and feedback may result in students' deeper approach to learning.

Assessment, Student Learning and Classroom Practice: A Review

Science.gov (United States)

Amua-Sekyi, Ekua Tekyiwa

2016-01-01

Assessment in its various forms has always been a central part of educational practice. Evidence gleaned from the empirical literature suggests that assessment, especially high stakes external assessment has effect on how teachers teach and consequently, how students learn. Through focus group discussions, this paper draws upon the experiences of…

E-assessment for learning? Exploring the potential of computer-marked assessment and computer-generated feedback, from short-answer questions to assessment analytics.

OpenAIRE

Jordan, Sally

2014-01-01

This submission draws on research from twelve publications, all addressing some aspect of the broad research question: “Can interactive computer-marked assessment improve the effectiveness of assessment for learning?” \\ud \\ud The work starts from a consideration of the conditions under which assessment of any sort is predicted to best support learning, and reviews the broader literature of assessment and feedback before considering the potential of computer-based assessment, focusing on relat...

An analysis of mathematical connection ability based on student learning style on visualization auditory kinesthetic (VAK) learning model with self-assessment

Science.gov (United States)

Apipah, S.; Kartono; Isnarto

2018-03-01

This research aims to analyze the quality of VAK learning with self-assessment toward the ability of mathematical connection performed by students and to analyze students’ mathematical connection ability based on learning styles in VAK learning model with self-assessment. This research applies mixed method type with concurrent embedded design. The subject of this research consists of VIII grade students from State Junior High School 9 Semarang who apply visual learning style, auditory learning style, and kinesthetic learning style. The data of learning style is collected by using questionnaires, the data of mathematical connection ability is collected by performing tests, and the data of self-assessment is collected by using assessment sheets. The quality of learning is qualitatively valued from planning stage, realization stage, and valuation stage. The result of mathematical connection ability test is analyzed quantitatively by mean test, conducting completeness test, mean differentiation test, and mean proportional differentiation test. The result of the research shows that VAK learning model results in well-qualified learning regarded from qualitative and quantitative sides. Students with visual learning style perform the highest mathematical connection ability, students with kinesthetic learning style perform average mathematical connection ability, and students with auditory learning style perform the lowest mathematical connection ability.

Assessing reflective thinking and approaches to learning.

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Dunn, Louise; Musolino, Gina M

2011-01-01

Facilitation of reflective practice is critical for the ongoing demands of health care practitioners. Reflective thinking concepts, grounded in the work of Dewey and Schön, emphasize critical reflection to promote transformation in beliefs and learning necessary for reflective practice. The Reflective Thinking Questionnaire (QRT) and Revised Study Process Questionnaire (RSPQ-2F) assess skill aspects of professional reasoning, with promise for measuring changes over time. The purpose of this study was to examine the reliability and responsiveness and the model validity of reflective thinking and approaches to learning measures for U.S. health professions students enrolled in entry-level occupational (MOT) and physical therapy (DPT) programs. This measurement study addressed reliability and responsiveness of two measures, the QRT and RSPQ-2F, for graduate health professionals. A convenience sample of 125 MOT and DPT students participated in the two-measure, test-retest investigation, with electronic data collection. Outcomes support the stability of the four-scale QRT (ICC 0.63 to 0.82) and the two-scale RSPQ-2F (ICC 0.91 and 0.87). Descriptive data supporting responsiveness are presented. With noted limitations, the results support the use of the QRT and RSPQ-2F measures to assess changes in reflective thinking and approaches to learning. Measurement of these learning outcomes furthers our understanding and knowledge about instructional strategies, development of professional reasoning, and fostering of self-directed learning within MOT and DPT programs.

Deep assessment: an exploratory study of game-based, multimodal learning in Epidemic

Directory of Open Access Journals (Sweden)

Jennifer Jenson

2016-03-01

Full Text Available n this study, we examine what and how intermediate age students learned from playing in a health-focused game-based digital learning environment, Epidemic. Epidemic is a playful interactive environment designed to deliver factual knowledge, invite critical understanding, and encourage effective self-care practices in dealing with viral contagious diseases, using a social networking interface to integrate both serious games and game-like multimodal design projects. Epidemic invites a playful approach to its deadly serious core concern – communicable disease – in order to see what happens when students are encouraged to critically approach information from multiple or contradictory perspectives. To identify what participants learned while interacting within Epidemic, we deployed two instructional and assessment models, noting the differences each instructional approach could potentially make, and what approach to assessment might help us evaluate game-based learning. We found that each approach provided importantly different perspectives on what and how students learned, and on the very meaning of student success. Recognizing that traditional assessment tools based in print-cultural literacy may prove increasingly ill-suited for assessing emergent multimodal literacies in game-based learning environments, this study seeks to contribute to a growing body of work on the development of novel assessments for learning.

Outcomes-Based Assessment and Learning: Trialling Change in a Postgraduate Civil Engineering Course

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El-Maaddawy, Tamer; Deneen, Christopher

2017-01-01

This paper aims to demonstrate how assessment tasks can function within an outcomes-based learning framework to evaluate student attainment of learning outcomes. An outcomes-based learning framework designed to integrate teaching, learning, and assessment activities was developed and implemented in a civil engineering master-level course. The…

Performance assessment in algebra learning process

Science.gov (United States)

Lestariani, Ida; Sujadi, Imam; Pramudya, Ikrar

2017-12-01

The purpose of research to describe the implementation of performance assessment on algebra learning process. The subject in this research is math educator of SMAN 1 Ngawi class X. This research includes descriptive qualitative research type. Techniques of data collecting are done by observation method, interview, and documentation. Data analysis technique is done by data reduction, data presentation, and conclusion. The results showed any indication that the steps taken by the educator in applying the performance assessment are 1) preparing individual worksheets and group worksheets, 2) preparing rubric assessments for independent worksheets and groups and 3) making performance assessments rubric to learners’ performance results with individual or groups task.

Idea Sharing: Assessment in a Cooperative Learning Class

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Tamah, Siti Mina

2014-01-01

With the trend to incorporate cooperative learning in the classroom practices, another mode of assessing students is required. In other words, how can a teacher enforce Individual Accountability and Positive Interdependence in assessing his or her students? This paper is intended to provide a model of assessing students who are accustomed to…

Assessing Student Behaviors and Motivation for Actively Learning Biology

Science.gov (United States)

Moore, Michael Edward

Vision and Change states that one of the major changes in the way we design biology courses should be a switch in approach from teacher-centered learning to student-centered learning and identifies active learning as a recommended methods. Studies show performance benefits for students taking courses that use active learning. What is unknown is why active learning is such an effective instructional tool and the limits of this instructional method’s ability to influence performance. This dissertation builds a case in three steps for why active learning is an effective instructional tool. In step one, I assessed the influence of different types of active learning (clickers, group activities, and whole class discussions) on student engagement behavior in one semester of two different introductory biology courses and found that active learning positively influenced student engagement behavior significantly more than lecture. For step two, I examined over four semesters whether student engagement behavior was a predictor of performance and found participation (engagement behavior) in the online (video watching) and in-class course activities (clicker participation) that I measure were significant predictors of performance. In the third, I assessed whether certain active learning satisfied the psychological needs that lead to students’ intrinsic motivation to participate in those activities when compared over two semesters and across two different institutions of higher learning. Findings from this last step show us that student’s perceptions of autonomy, competency, and relatedness in doing various types of active learning are significantly higher than lecture and consistent across two institutions of higher learning. Lastly, I tie everything together, discuss implications of the research, and address future directions for research on biology student motivation and behavior.

Strategies for service-learning assessment in dental hygiene education.

Science.gov (United States)

Burch, Sharlee

2013-10-01

A large body of literature exists on the instructional pedagogy known as service-learning. Service-learning is a teaching and learning approach characterized by the dental hygiene student's practical application of academic studies and occurs within a community setting, to the benefit of both the student and community. Dental hygiene educators use service-learning to enhance student knowledge and application of oral health curriculum. This manuscript reports on the importance of service-learning assessment to the National Dental Hygiene Research Agenda as well as the future of the profession of dental hygiene and the successful strategies in service-learning evaluation available for utilization by dental hygiene educators.

Using Self-Assessment to Support Individualized Learning

Science.gov (United States)

MacDonald, Betty

2012-01-01

Self-assessment is frequently used to enable students to "reflect" on a learning experience. Often only the person involved in the "reflection" knows the criteria used to underpin the process. Here the author explains how, when the self-assessment is given some structure some tangible benefits can be observed. While the approach might not be a…

Contract Learning as an Approach to Individualizing EFL Education in the Context of Assessment for Learning

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Zandi, Hamed; Kaivanpanah, Shiva; Alavi, Sayyed Mohammad

2015-01-01

Contract learning as an approach to individualizing education in the context of assessment for learning is relatively underexplored in English as a Foreign Language instruction. The present study used a mixed-methods design to investigate its efficacy to provide feedback to students and improve self-directed learning. Furthermore, it studied…

The Development of the Assessment for Learning Model of Mathematics for Rajamangala University of Technology Rattanakosin

Directory of Open Access Journals (Sweden)

Wannaree Pansiri

2016-12-01

Full Text Available The objectives of this research were 1 to develop the assessment for learning model of Mathematics for Rajamangala University 2 to study the effectivness of assessment for learning model of Mathematics for Rajamagala University of Technology Rattanakosin. The research target group consisted of 72 students from 3 classes and 3 General Mathematics teachers. The data was gathered from observation, worksheets, achievement test and skill of assessment for learning, questionnaire of the assessment for learning model of Mathematics. The statistics that used in this research were Frequency, Percentage, Mean, Standard Deviation, and Growth Score. The results of this research were 1. The assessment of learning model of Mathematics for Rajamangala University of Technology Rattanakosin consisted of 3 components ; 1. Pre-assessment which consisted of 4 activities ; a Preparation b Teacher development c Design and creation the assessment plan and instrument for assessment and d Creation of the learning experience plan 2. The component for assessment process consisted of 4 steps which were a Identifying the learning objectives and criteria b Identifying the learning experience plan and assessment follow the plan c Learning reflection and giving feedback and d Learner development based on information and improve instruction and 3. Giving feedback component. 2. The effective of assessment for learning model found that most students had good score in concentration, honest, responsibilities, group work, task presentation, worksheets, and doing exercises. The development knowledge of learning and knowledge and skill of assessment for learning of lecturers were fairly good. The opinion to the assessment for learning of learners and assessment for learning model of Mathematics of teachers found that was in a good level.

Developing an Intelligent Diagnosis and Assessment E-Learning Tool for Introductory Programming

Science.gov (United States)

Huang, Chenn-Jung; Chen, Chun-Hua; Luo, Yun-Cheng; Chen, Hong-Xin; Chuang, Yi-Ta

2008-01-01

Recently, a lot of open source e-learning platforms have been offered for free in the Internet. We thus incorporate the intelligent diagnosis and assessment tool into an open software e-learning platform developed for programming language courses, wherein the proposed learning diagnosis assessment tools based on text mining and machine learning…

MOODLE XML TO IMS QTI ASSESSMENT TEST PORTABILITY ON LEARNING MANAGEMENT SYSTEM

OpenAIRE

Kautsar, Irwan Alnarus; Kubota, Shin-Ichiro; Musashi, Yasuo; Sugitani, Kenichi

2013-01-01

Learning Management Systems (i.e. LMS) is one of the most popular solutions towards the e-Learning objective in different universities all around the world, where this environments are used to not only deliver contents but to perform assessments, tests and other tasks related to learning. Although, there are popular LMS such as Moodle, and more developed, such as Chamilo, there is no assessment/test portability among their LMS. Each assessment export formats make difficult to transfer well do...

Contradictory Explorative Assessment. Multimodal Teacher/Student Interaction in Scandinavian Digital Learning Environments

Science.gov (United States)

Kjällander, Susanne

2018-01-01

Assessment in the much-discussed digital divide in Scandinavian technologically advanced schools, is the study object of this article. Interaction is studied to understand assessment; and to see how assessment can be didactically designed to recognise students' learning. With a multimodal, design theoretical perspective on learning teachers' and…

Bioproduction of conjugated linoleic acid by probiotic bacteria occurs in vitro and in vivo in mice.

Science.gov (United States)

Ewaschuk, Julia B; Walker, John W; Diaz, Hugo; Madsen, Karen L

2006-06-01

Probiotics have been shown to reduce the incidence of colon cancer in animal models. The mechanisms responsible for this activity are poorly defined. Conjugated linoleic acids (CLA) are a group of isomers of linoleic acid (LA) possessing anti-inflammatory and anticarcinogenic properties, which can be produced from LA by certain bacterial strains. In this study, the ability of probiotic bacteria to exert anticarcinogenic effects through the production of CLA was assessed. Incubation of probiotic bacteria (VSL3, Lactobacillus acidophilus, L. bulgaricus, L. casei, L. plantarum, Bifidobacterium breve, B. infantis, B. longum, and Streptococcus thermophilus) in the presence of LA yielded CLA production as measured by gas chromatography. Conditioned medium, containing probiotic-produced CLA, reduced viability and induced apoptosis of HT-29 and Caco-2 cells, as assessed by MTT assay and DNA laddering, respectively. Western blotting demonstrated an increased expression of PPARgamma in cells treated with conditioned medium compared with LA alone. Incubation of murine feces with LA after administering VSL3 yielded 100-fold more CLA than feces collected prior to VSL3 feeding. This study supports a role for supplemental probiotics as a strategy both for attenuating inflammation and for preventing colon cancer.

Microencapsulated conjugated linoleic acid associated with hypocaloric diet reduces body fat in sedentary women with metabolic syndrome.

Science.gov (United States)

Carvalho, Roberta F; Uehara, Sofia K; Rosa, Glorimar

2012-01-01

Animal studies have suggested beneficial effects of conjugated linoleic acid (CLA) in reducing body fat mass and improvement in the serum lipid profile and glycemia. However, these effects are controversial in humans. The purpose of this study was to investigate the effects of microencapsulated CLA supplementation on body composition, body mass index, waist circumference, and blood pressure in sedentary women with metabolic syndrome. This study was a placebo-controlled and randomized clinical trial. Fourteen women diagnosed with metabolic syndrome received light strawberry jam enriched or not with microencapsulated CLA (3 g/day) as a mixture of 38.57% cis-9, trans-11, and 39.76% trans-10, cis-12 CLA isomers associated with a hypocaloric diet for 90 days. The subjects were monitored to assess variables associated with the metabolic syndrome, in addition to assessing adherence with the intervention. There were no significant effects of microencapsulated CLA on the lipid profile or blood pressure. Mean plasma insulin concentrations were significantly lower in women supplemented with microencapsulated CLA (Δ T₉₀ - T₀ = -12.87 ± 4.26 μU/mL, P = 0.02). Microencapsulated CLA supplementation did not alter the waist circumference, but there was a reduction in body fat mass detected after 30 days (Δ = -2.68% ± 0.82%, P = 0.02), which was maintained until the 90-day intervention period (Δ = -3.32% ± 1.41%, P = 0.02) in the microencapsulated CLA group. The placebo group showed this effect only after 90 days (Δ = -1.97% ± 0.60%, P = 0.02), but had a reduced waist circumference (Δ T₉₀ - T₀ = -4.25 ± 1.31 cm, P = 0.03). Supplementation with mixed-isomer microencapsulated CLA may have a favorable effect on glycemic control and body fat mass loss at an earlier time in sedentary women with metabolic syndrome, although there were no effects on lipid profile and blood pressure.

Microencapsulated conjugated linoleic acid associated with hypocaloric diet reduces body fat in sedentary women with metabolic syndrome

Science.gov (United States)

Carvalho, Roberta F; Uehara, Sofia K; Rosa, Glorimar

2012-01-01

Background Animal studies have suggested beneficial effects of conjugated linoleic acid (CLA) in reducing body fat mass and improvement in the serum lipid profile and glycemia. However, these effects are controversial in humans. The purpose of this study was to investigate the effects of microencapsulated CLA supplementation on body composition, body mass index, waist circumference, and blood pressure in sedentary women with metabolic syndrome. Methods This study was a placebo-controlled and randomized clinical trial. Fourteen women diagnosed with metabolic syndrome received light strawberry jam enriched or not with microencapsulated CLA (3 g/day) as a mixture of 38.57% cis-9, trans-11, and 39.76% trans-10, cis-12 CLA isomers associated with a hypocaloric diet for 90 days. The subjects were monitored to assess variables associated with the metabolic syndrome, in addition to assessing adherence with the intervention. Results There were no significant effects of microencapsulated CLA on the lipid profile or blood pressure. Mean plasma insulin concentrations were significantly lower in women supplemented with microencapsulated CLA (Δ T90 – T0 = −12.87 ± 4.26 μU/mL, P = 0.02). Microencapsulated CLA supplementation did not alter the waist circumference, but there was a reduction in body fat mass detected after 30 days (Δ = −2.68% ± 0.82%, P = 0.02), which was maintained until the 90-day intervention period (Δ = −3.32% ± 1.41%, P = 0.02) in the microencapsulated CLA group. The placebo group showed this effect only after 90 days (Δ = −1.97% ± 0.60%, P = 0.02), but had a reduced waist circumference (Δ T90 – T0 = −4.25 ± 1.31 cm, P = 0.03). Conclusion Supplementation with mixed-isomer microencapsulated CLA may have a favorable effect on glycemic control and body fat mass loss at an earlier time in sedentary women with metabolic syndrome, although there were no effects on lipid profile and blood pressure. PMID:23271912

Application of active learning modalities to achieve medical genetics competencies and their learning outcome assessments

Directory of Open Access Journals (Sweden)

Hagiwara N

2017-12-01

Full Text Available Nobuko Hagiwara Division of Cardiovascular Medicine, Department of Internal Medicine, School of Medicine, University of California, Davis, CA, USA Abstract: The steadily falling costs of genome sequencing, coupled with the growing number of genetic tests with proven clinical validity, have made the use of genetic testing more common in clinical practice. This development has necessitated nongeneticist physicians, especially primary care physicians, to become more responsible for assessing genetic risks for their patients. Providing undergraduate medical students a solid foundation in genomic medicine, therefore, has become all the more important to ensure the readiness of future physicians in applying genomic medicine to their patient care. In order to further enhance the effectiveness of instructing practical skills in medical genetics, the emphasis of active learning modules in genetics curriculum at medical schools has increased in recent years. This is because of the general acceptance of a better efficacy of active learner-centered pedagogy over passive lecturer-centered pedagogy. However, an objective standard to evaluate students’ skill levels in genomic medicine achieved by active learning is currently missing. Recently, entrustable professional activities (EPAs in genomic medicine have been proposed as a framework for developing physician competencies in genomic medicine. EPAs in genomic medicine provide a convenient guideline for not only developing genomic medicine curriculum but also assessing students’ competency levels in practicing genomic medicine. In this review, the efficacy of different types of active learning modules reported for medical genetics curricula is discussed using EPAs in genomic medicine as a common evaluation standard for modules’ learning outcomes. The utility of the EPAs in genomic medicine for designing active learning modules in undergraduate medical genetics curricula is also discussed. Keywords

Development of E-learning prototype for MUET assessment

Science.gov (United States)

Mit Anak Mawan, Amylia; Mohamed, Rozlini; Othman, Muhaini; Yusof, Munirah Mohd

2017-08-01

This paper aims to discuss the development of E-learning prototype for MUET assessment in Fakulti Sains Komputer dan Teknologi Maklumat (FSKTM), Universiti Tun Hussein Onn Malaysia (UTHM) namely, MUET Online System. The system is considered as a learning centre to study MUET examination that follows the MUET syllabus. The system will be used to assist students in making preparation before sitting for MUET examination. Before student can gain access to the system, students need to sign up and pay some fees before they are enrolled into virtual MUET class. The class will be guided by the English language lecturer from Faculty of Science, Technology and Human Development (FSTPI), UTHM as teacher. The system provides learning modules, quiz and test section. At the end of learning session students’ performance are assessed through quizzes and test measure the level of student understands. The teacher will evaluate the student’s mark and provide advices to the student. Therefore, the MUET Online System will be able to improve student knowledge in English language and subsequently help student to obtain the best result in MUET by providing more guided references and practices.

Does Formative Assessment Improve Student Learning and Performance in Soil Science?

Science.gov (United States)

Kopittke, Peter M.; Wehr, J. Bernhard; Menzies, Neal W.

2012-01-01

Soil science students are required to apply knowledge from a range of disciplines to unfamiliar scenarios to solve complex problems. To encourage deep learning (with student performance an indicator of learning), a formative assessment exercise was introduced to a second-year soil science subject. For the formative assessment exercise, students…

Scientific Opinion on the substantiation of a health claim related to an equimolar mixture of the CLA isomers c9,t11 and t10,c12 (marketed as Clarinol® and Tonalin®) and “contributes to a reduction in body fat mass” pursuant to Article 13(5) of Regulation

DEFF Research Database (Denmark)

Tetens, Inge

2015-01-01

Following an application from BASF SE and Stepan Lipid Nutrition, submitted for the authorisation of a health claim pursuant to Article 13(5) of Regulation (EC) No 1924/2006 via the Competent Authority of the Netherlands, the EFSA Panel on Dietetic Products, Nutrition and Allergies (NDA) was asked...... to deliver an opinion on the scientific substantiation of a health claim related to an equimolar mixture (marketed under the trade names Clarinol® and Tonalin®) of the two conjugated linoleic acid (CLA) isomers c9,t11 and t10,c12. The Panel considers that the food is sufficiently characterised. The claimed...... of the CLA isomers c9,t11 and t10,c12, marketed under the trade names of Clarinol® and Tonalin®, and a beneficial physiological effect....

Systemic assessment as a new tool to assess student learning

African Journals Online (AJOL)

IICBA01

students' systemic thinking level developed in organic chemistry is strongly related to a deeper understanding of the relevant chemistry concepts (7) .In this regards we will illustrate five types of SAQ,s in heterocyclic chemistry based on systemics to assess students at synthesis and analysis learning levels. We experiment ...

Teamwork Skills Assessment for Cooperative Learning

Science.gov (United States)

Strom, Paris S.; Strom, Robert D.

2011-01-01

Teamwork skills are required at work, but teacher efforts in many countries to track achievement within this context have been hindered by lack of assessment tools and input from students. The Teamwork Skills Inventory relies on peer and self-evaluation to establish accountability, identify competencies, and detect learning needs. Twenty-five…

How assessment and reflection relate to more effective learning in adaptive management

Directory of Open Access Journals (Sweden)

Harry Biggs

2011-05-01

Two other studies in the Kruger National Park, which have examined learning specifically, are also discussed. One of them suggests that in a complex environment, learning necessarily has a dual nature, with each component of seven contrasting pairs of the aspects of learning in partial tension with the other. We use these dualities to further probe assessment, reflection, inter-relatedness and learning in the cases presented. Each contrasting aspect of a ‘learning duality’ turns out to emphasise either assessment or reflection, which reinforces the idea that both are needed to facilitate sufficient learning for successful adaptive management. We hope this analysis can act as a springboard for further study, practice and reflection on these important and often underrated components of adaptive management. Conservation implications: The better understanding of assessment and reflection as being largely separate but complementary actions will assist adaptive management practitioners to give explicit attention to both, and to relate them better to each other.

Assessing team effectiveness and affective learning in a datathon.

Science.gov (United States)

Piza, Felipe Maia de Toledo; Celi, Leo Anthony; Deliberato, Rodrigo Octavio; Bulgarelli, Lucas; de Carvalho, Fabricio Rodrigues Torres; Filho, Roberto Rabello; de La Hoz, Miguel Angel Armengol; Kesselheim, Jennifer Cohn

2018-04-01

Datathons are increasingly organized in the healthcare field. The goal is to assemble people with different backgrounds to work together as a team and engage in clinically relevant research or develop algorithms using health-related datasets. Criteria to assess the return of investment on such events have traditionally included publications produced, patents for prediction, classification, image recognition and other types of software, and start-up companies around the application of machine learning in healthcare. Previous studies have not evaluated whether a datathon can promote affective learning and effective teamwork. Fifty participants of a health datathon event in São Paulo, Brazil at Hospital Israelita Albert Einstein (HIAE) were divided into 8 groups. A survey with 25 questions, using the Affective Learning Scale and Team-Review Questionnaire, was administered to assess team effectiveness and affective learning during the event. Multivariate regression models and Pearson's correlation tests were performed to evaluate the effect of affective learning on teamwork. Majority of the participants were male 76% (37/49); 32% (16/49) were physicians. The mean score for learning (scale from 1 to 10) was 8.38, while that for relevance of the perceived teamwork was 1.20 (scale from 1 to 5; "1" means most relevant). Pearson's correlation between the learning score and perception of teamwork showed moderate association (r = 0.36, p = 0.009). Five learning and 10 teamwork variables were on average positively graded in the event. The final regression model includes all learning and teamwork variables. Effective leadership was strongly correlated with affective learning (β = -0.27, p Effective leadership, team accomplishment, criticism, individual development and creativity were the variables significantly associated with higher levels of affective learning. It is feasible to enhance affective knowledge and the skill to work in a team during a datathon. We

Got Game? A Choice-Based Learning Assessment of Data Literacy and Visualization Skills

Science.gov (United States)

Chin, Doris B.; Blair, Kristen P.; Schwartz, Daniel L.

2016-01-01

In partnership with both formal and informal learning institutions, researchers have been building a suite of online games, called choicelets, to serve as interactive assessments of learning skills, e.g. critical thinking or seeking feedback. Unlike more traditional assessments, which take a retrospective, knowledge-based view of learning,…

Introduction and Assessment of a Blended-Learning Model to Teach Patient Assessment in a Doctor of Pharmacy Program.

Science.gov (United States)

Prescott, William Allan; Woodruff, Ashley; Prescott, Gina M; Albanese, Nicole; Bernhardi, Christian; Doloresco, Fred

2016-12-25

Objective. To integrate a blended-learning model into a two-course patient assessment sequence in a doctor of pharmacy (PharmD) program and to assess the academic performance and perceptions of enrolled students. Design. A blended-learning model consisting of a flipped classroom format was integrated into a patient assessment (PA) course sequence. Course grades of students in the blended-learning (intervention) and traditional-classroom (control) groups were compared. A survey was administered to assess student perceptions. Assessment. The mean numeric grades of students in the intervention group were higher than those of students in the traditional group (PA1 course: 92.2±3.1 vs 90.0±4.3; and PA2 course: 90.3±4.9 vs 85.8±4.2). Eighty-six percent of the students in the intervention group agreed that the instructional methodologies used in this course facilitated understanding of the material. Conclusion. The blended-learning model was associated with improved academic performance and was well-received by students.

Assessing Preschool Teachers' Practices to Promote Self-Regulated Learning

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Adagideli, Fahretdin Hasan; Saraç, Seda; Ader, Engin

2015-01-01

Recent research reveals that in preschool years, through pedagogical interventions, preschool teachers can and should promote self-regulated learning. The main aim of this study is to develop a self-report instrument to assess preschool teachers' practices to promote self-regulated learning. A pool of 50 items was recruited through literature…

Bioconversion of biodiesel refinery waste in the bioemulsifier by Trichosporon mycotoxinivorans CLA2

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de Souza Monteiro Andrea

2012-05-01

Full Text Available Abstract Background The microbial bioemulsifiers was surface active compounds, are more effective in stabilizing oil-in-water emulsions. The yeasts have been isolated to produce bioemulsifiers from vegetable oils and industrial wastes. Results Trichosporon mycotoxinivorans CLA2 is bioemulsifier-producing yeast strain isolated from effluents of the dairy industry, with ability to emulsify different hydrophobic substrates. Bioemulsifier production (mg/L and the emulsifying activity (E24 of this strain were optimized by response surface methodology using mineral minimal medium containing refinery waste as the carbon source, which consisted of diatomaceous earth impregnated with esters from filters used in biodiesel purification. The highest bioemulsifier production occurred in mineral minimal medium containing 75 g/L biodiesel residue and 5 g/L ammonium sulfate. The highest emulsifying activity was obtained in medium containing 58 g/L biodiesel refinery residue and 4.6 g/L ammonium sulfate, and under these conditions, the model estimated an emulsifying activity of 85%. Gas chromatography and mass spectrometry analysis suggested a bioemulsifier molecule consisting of monosaccharides, predominantly xylose and mannose, and a long chain aliphatic groups composed of octadecanoic acid and hexadecanoic acid at concentrations of 48.01% and 43.16%, respectively. The carbohydrate composition as determined by GC-MS of their alditol acetate derivatives showed a larger ratio of xylose (49.27%, mannose (39.91%, and glucose (10.81%. 1 H NMR spectra confirmed by COSY suggested high molecular weight, polymeric pattern, presence of monosaccharide’s and long chain aliphatic groups in the bioemulsifier molecule. Conclusions The biodiesel residue is an economical substrate, therefore seems to be very promising for the low-cost production of active emulsifiers in the emulsification of aromatics, aliphatic hydrocarbons, and kerosene.

E-learning teaches attendings "how to" objectively assess pediatric urology trainees' surgery skills for orchiopexy.

Science.gov (United States)

Fernandez, Nicolas; Maizels, Max; Farhat, Walid; Smith, Edwin; Liu, Dennis; Chua, Michael; Bhanji, Yasin

2018-04-01

Established methods to train pediatric urology surgery by residency training programs require updating in response to administrative changes such as new, reduced trainee duty hours. Therefore, new objective methods must be developed to teach trainees. We approached this need by creating e-learning to teach attendings objective assessment of trainee skills using the Zwisch scale, an established assessment tool. The aim of this study was to identify whether or not e-learning is an appropriate platform for effective teaching of this assessment tool, by assessing inter-rater correlation of assessments made by the attendings after participation in the e-learning. Pediatric orchiopexy was used as the index case. An e-learning tool was created to teach attending surgeons objective assessment of trainees' surgical skills. First, e-learning content was created which showed the assessment method videotape of resident surgery done in the operating room. Next, attendings were enrolled to e-learn this method. Finally, the ability of enrollees to assess resident surgery skill performance was tested. Namely, test video was made showing a trainee performing inguinal orchiopexy. All enrollees viewed the same online videos. Assessments of surgical skills (Zwisch scale) were entered into an online survey. Data were analyzed by intercorrelation coefficient kappa analysis (strong correlation was ICC ≥ 0.7). A total of 11 attendings were enrolled. All accessed the online learning and then made assessments of surgical skills trainees showed on videotapes. The e-learning comprised three modules: 1. "Core concepts," in which users learned the assessment tool methods; 2. "Learn to assess," in which users learned how to assess by watching video clips, explaining the assessment method; and 3. "Test," in which users tested their skill at making assessments by watching video clips and then actively inputting their ratings of surgical and global skills as viewed in the video clips (Figure

Assessing Students' Learning of Internal Controls: Closing the Loop

Science.gov (United States)

Amer, T. S.; Mohrweis, Lawrence C.

2009-01-01

This study describes the multifaceted components of an assessment process. The paper explains a novel approach in which an advisory council participated in a "fun," hands-on activity to rank-order learning outcomes. The top ranked learning competency, as identified by the advisory council, was the need for students to gain a better…

An intelligent service-based layered architecture for e learning and assessment

International Nuclear Information System (INIS)

Javaid, Q.; Arif, F.

2017-01-01

The rapid advancement in ICT (Information and Communication Technology) is causing a paradigm shift in eLearning domain. Traditional eLearning systems suffer from certain shortcomings like tight coupling of system components, lack of personalization, flexibility, and scalability and performance issues. This study aims at addressing these challenges through an MAS (Multi Agent System) based multi-layer architecture supported by web services. The foremost objective of this study is to enhance learning process efficiency by provision of flexibility features for learning and assessment processes. Proposed architecture consists of two sub-system namely eLearning and eAssesssment. This architecture comprises of five distinct layers for each sub-system, with active agents responsible for miscellaneous tasks including content handling, updating, resource optimization, load handling and provision of customized environments for learners and instructors. Our proposed architecture aims at establishment of a facilitation level to learners as well as instructors for convenient acquisition and dissemination of knowledge. Personalization features like customized environments, personalized content retrieval and recommendations, adaptive assessment and reduced response time, are believed to significantly enhance learning and tutoring experience. In essence characteristics like intelligence, personalization, interactivity, usability, laidback accessibility and security, signify aptness of proposed architecture for improving conventional learning and assessment processes. Finally we have evaluated our proposed architecture by means of analytical comparison and survey considering certain quality attributes. (author)

Student journals: a means of assessing transformative learning in aging related courses.

Science.gov (United States)

Cohen, Adrienne L; Pitman Brown, Pamela; Morales, Justin P

2015-01-01

In courses where topics are sensitive or even considered taboo for discussion, it can be difficult to assess students' deeper learning. In addition, incorporating a wide variety of students' values and beliefs, designing instructional strategies and including varied assessments adds to the difficulty. Journal entries or response notebooks can highlight reflection upon others' viewpoints, class readings, and additional materials. These are useful across all educational levels in deep learning and comprehension strategies assessments. Journaling meshes with transformative learning constructs, allowing for critical self-reflection essential to transformation. Qualitative analysis of journals in a death and dying class reveals three transformative themes: awareness of others, questioning, and comfort. Students' journal entries demonstrate transformative learning via communication with others through increased knowledge/exposure to others' experiences and comparing/contrasting others' personal beliefs with their own. Using transformative learning within gerontology and geriatrics education, as well as other disciplined aging-related courses is discussed.

Strategies for Assessing Learning Outcomes in an Online Oceanography Course

Science.gov (United States)

Reed, D. L.

2003-12-01

All general education courses at the San Jose State University, including those in the sciences, must present a detailed assessment plan of student learning, prior to certification for offering. The assessment plan must state a clear methodology for acquiring data on student achievement of the learning outcomes for the specific course category, as well as demonstrate how students fulfill a strong writing requirement. For example, an online course in oceanography falls into the Area R category, the Earth and Environment, through which a student should be able to demonstrate an understanding of the methods and limits of scientific investigation; distinguish science from pseudo-science; and apply a scientific approach to answer questions about the Earth and environment. The desired learning outcomes are shared with students at the beginning of the course and subsequent assessments on achieving each outcome are embedded in the graded assignments, which include a critical thinking essay, mid-term exam, poster presentation in a symposium-style format, portfolio of web-based work, weekly discussions on an electronic bulletin board, and a take-home final exam, consisting of an original research grant proposal. The diverse nature of the graded assignments assures a comprehensive assessment of student learning from a variety of perspectives, such as quantitative, qualitative, and analytical. Formative assessment is also leveraged into learning opportunities, which students use to identify the acquisition of knowledge. For example, pre-tests are used to highlight preconceptions at the beginning of specific field studies and post-testing encourages students to present the results of small research projects. On a broader scale, the assessment results contradict common misperceptions of online and hybrid courses. Student demand for online courses is very high due to the self-paced nature of learning. Rates of enrollment attrition match those of classroom sections, if students

Assessment in Open and Distance Learning System (ODL: A Challenge

Directory of Open Access Journals (Sweden)

S. V. S. Chaudhary

2013-09-01

Full Text Available Assessment is an integral part of the learning process. The traditional practice of assessment has changed to meet the need of the contemporary society. In this paper assessment strategies used in Open and Distance Education are discussed and constructive suggestions are given to meet the challenges of assessment. Recently we experience a paradigm shift in assessment both in face-to-face and ODL system. Content-based testing has shifted to performance-based assessment. Assessment is no longer used for grading and certification, rather it has linked with learning and skill development of the students. Instead of a single paper pencil test, a variety of techniques and methods are being increasingly conducted. In this context assessment in the ODL system has adopted a new shape to provide better assessment judgments to its students and at the same time helping teachers and administrators. Coping with the changing scenario in ODL we face challenges addressed extensively in this article.

Focusing on first year assessment: Surface or deep approaches to learning?

Directory of Open Access Journals (Sweden)

Sharn Donnison

2012-08-01

Full Text Available This paper investigates the assessment and learning approaches that some first year students employ to assist them in their transition into their first year of study and extends our previous work on first year student engagement and timely academic support (Penn-Edwards & Donnison, 2011. It is situated within the First Year transition and student engagement literature and specifically speaks to concepts of learning within that body of literature. In this paper we argue that while students are in the transitional period of their studies, the use of assessment as a motivator for learning (surface approach is valid first year pedagogy and forms an initial learning stage in the student’s progress towards being lifelong learners. 

Developing and Assessing Teachers' Knowledge of Game-Based Learning

Science.gov (United States)

Shah, Mamta; Foster, Aroutis

2015-01-01

Research focusing on the development and assessment of teacher knowledge in game-based learning is in its infancy. A mixed-methods study was undertaken to educate pre-service teachers in game-based learning using the Game Network Analysis (GaNA) framework. Fourteen pre-service teachers completed a methods course, which prepared them in game…

Curriculum learning designs: teaching health assessment skills for advanced nursing practitioners through sustainable flexible learning.

Science.gov (United States)

Fitzgerald, Les; Wong, Pauline; Hannon, John; Solberg Tokerud, Marte; Lyons, Judith

2013-10-01

Innovative curriculum designs are vital for effective learning in contemporary nursing education where traditional modes of delivery are not adequate to meet the learning needs of postgraduate students. This instance of postgraduate teaching in a distributed learning environment offered the opportunity to design a flexible learning model for teaching advanced clinical skills. To present a sustainable model for flexible learning that enables specialist nurses to gain postgraduate qualifications without on-campus class attendance by teaching and assessing clinical health care skills in an authentic workplace setting. An action research methodology was used to gather evidence and report on the process of curriculum development of a core unit, Comprehensive Health Assessment (CHA), within 13 different postgraduate speciality courses. Qualitative data was collected from 27 teaching academics, 21 clinical specialist staff, and 7 hospital managers via interviews, focus groups and journal reflections. Evaluations from the initial iteration of CHA from 36 students were obtained. Data was analyzed to develop and evaluate the curriculum design of CHA. The key factors indicated by participants in the curriculum design process were coordination and structuring of teaching and assessment; integration of content development; working with technologies, balancing specialities and core knowledge; and managing induction and expectations. A set of recommendations emerged as a result of the action research process. These included: a constructive alignment approach to curriculum design; the production of a facilitator's guide that specifies expectations and unit information for academic and clinical education staff; an agreed template for content authors; and the inclusion of synchronous communication for real-time online tutoring. The highlight of the project was that it built curriculum design capabilities of clinicians and students which can sustain this alternative model of online

Academic performance and perception of learning following a peer coaching teaching and assessment strategy.

Science.gov (United States)

Moore, Catherine; Westwater-Wood, Sarah; Kerry, Roger

2016-03-01

Peer coaching has been associated with positive effects on learning. Specifically, these associations have been explored in complex healthcare professions. A social theory of learning has been proposed as a key component of the utility of peer coaching. Further, within the peer coaching model, assessment has been considered as an important driver. Empirical support for these dimensions of the model is lacking. To quantify assessment achievements and explore emergent attitudes and beliefs about learning related to a specific peer coaching model with integrated assessment. A longitudinal study based in a UK Higher Education Institute recorded assessment achievements and surveyed attitudes and beliefs in consecutive Year 1 undergraduate (physiotherapy) students (n = 560) between 2002 and 2012. A 6% improvement in academic achievement was demonstrated following the introduction of a peer coaching learning model. This was increased by a further 5% following the implementation of an integrated assessment. The improvement related to an overall averaged increase of one marking band. Students valued the strategy, and themes relating to the importance of social learning emerged from survey data. Peer coaching is an evidence-based teaching and learning strategy which can facilitate learning in complex subject areas. The strategy is underpinned by social learning theory which is supported by emergent student-reported attitudes.

Supporting visual quality assessment with machine learning

NARCIS (Netherlands)

Gastaldo, P.; Zunino, R.; Redi, J.

2013-01-01

Objective metrics for visual quality assessment often base their reliability on the explicit modeling of the highly non-linear behavior of human perception; as a result, they may be complex and computationally expensive. Conversely, machine learning (ML) paradigms allow to tackle the quality

Formative assessment promotes learning in undergraduate clinical ...

African Journals Online (AJOL)

Introduction. Clinical clerkships, typically situated in environments lacking educational structure, form the backbone of undergraduate medical training. The imperative to develop strategies that enhance learning in this context is apparent. This study explored the impact of longitudinal bedside formative assessment on ...

Taking Stock: Existing Resources for Assessing a New Vision of Science Learning

Science.gov (United States)

Alonzo, Alicia C.; Ke, Li

2016-01-01

A new vision of science learning described in the "Next Generation Science Standards"--particularly the science and engineering practices and their integration with content--pose significant challenges for large-scale assessment. This article explores what might be learned from advances in large-scale science assessment and…

Learning outcomes afforded by self-assessed, segmented video–print combinations

OpenAIRE

Jack Koumi

2015-01-01

Learning affordances of video and print are examined in order to assess the learning outcomes afforded by hybrid video–print learning packages. The affordances discussed for print are: navigability, surveyability and legibility. Those discussed for video are: design for constructive reflection, provision of realistic experiences, presentational attributes, motivational influences and teacher personalisation. The video affordances are examined through a framework of pedagogic design principles...

Impact of Portfolio Assessment on Physics Students' Outcomes: Examination of Learning and Attitude

Science.gov (United States)

Gunay, Abdulkadir; Ogan-Bekiroglu, Feral

2014-01-01

In spite of the commendations for the use of portfolio assessment, there is still little evidence indicating that such assessment actually supports and encourages student learning. Hence, this research study aimed to empirically identify the effects of implementation of portfolio assessment on student learning and attitudes. True-experimental…

Training self-assessment and task-selection skills : A cognitive approach to improving self-regulated learning

NARCIS (Netherlands)

Kostons, Danny; van Gog, Tamara; Paas, Fred

For self-regulated learning to be effective, students need to be able to accurately assess their own performance on a learning task and use this assessment for the selection of a new learning task. Evidence suggests, however, that students have difficulties with accurate self-assessment and task

Integrating Machine Learning into a Crowdsourced Model for Earthquake-Induced Damage Assessment

Science.gov (United States)

Rebbapragada, Umaa; Oommen, Thomas

2011-01-01

On January 12th, 2010, a catastrophic 7.0M earthquake devastated the country of Haiti. In the aftermath of an earthquake, it is important to rapidly assess damaged areas in order to mobilize the appropriate resources. The Haiti damage assessment effort introduced a promising model that uses crowdsourcing to map damaged areas in freely available remotely-sensed data. This paper proposes the application of machine learning methods to improve this model. Specifically, we apply work on learning from multiple, imperfect experts to the assessment of volunteer reliability, and propose the use of image segmentation to automate the detection of damaged areas. We wrap both tasks in an active learning framework in order to shift volunteer effort from mapping a full catalog of images to the generation of high-quality training data. We hypothesize that the integration of machine learning into this model improves its reliability, maintains the speed of damage assessment, and allows the model to scale to higher data volumes.

The Role of Self-Assessment in Foundation of Mathematics Learning

Science.gov (United States)

Masriyah

2018-01-01

This research is motivated by the low performance of students who took Foundations of Mathematics course. This study was aimed to describe (1) the learning outcomes of students who learned Mathematics Foundation after learning axiomatic applying self-assessment; (2) the difficulty of students and the alternative solutions; and (3) the response of students toward Foundation of Mathematics learning taught by applying self-assessment. This research was a descriptive research. The subjects were 25 mathematics students who studied Foundation of Mathematics in odd semester of the 2015/2016 academic year. Data collection was done using questionnaires, and testing methods. Based on the results of data analysis, it can be concluded that the learning outcomes of students were categorized as “good.” Student responses were positive; the difficulties lied in the sub material: Classification of Axiom Systems and the requirements, Theorem and how the formation, and finite geometry. The alternatives deal with these difficulties are to give emphasis and explanation as needed on these materials, as well as provide some more exercises to reinforce their understanding.

"Straitjacket" or "Springboard for Sustainable Learning"? The Implications of Formative Assessment Practices in Vocational Learning Cultures

Science.gov (United States)

Davies, Jenifer; Ecclestone, Kathryn

2008-01-01

In contrast to theoretical and empirical insights from research into formative assessment in compulsory schooling, understanding the relationship between formative assessment, motivation and learning in vocational education has been a topic neglected by researchers. The Improving Formative Assessment project (IFA) addresses this gap, using a…

Canonical Correlational Models of Students’ Perceptions of Assessment Tasks, Motivational Orientations, and Learning Strategies

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Hussain Alkharusi

2013-01-01

Full Text Available The present study aims at deriving correlational models of students' perceptions of assessment tasks, motivational orientations, and learning strategies using canonical analyses. Data were collected from 198 Omani tenth grade students. Results showed that high degrees of authenticity and transparency in assessment were associated with positive students' self-efficacy and task value. Also, high degrees of authenticity, transparency, and diversity in assessment were associated with a strong reliance on deep learning strategies; whereas a high degree of congruence with planned learning and a low degree of authenticity were associated with more reliance on surface learning strategies. Implications for classroom assessment practice and research were discussed.

Facilitating peer based learning through summative assessment - An adaptation of the Objective Structured Clinical Assessment tool for the blended learning environment.

Science.gov (United States)

Wikander, Lolita; Bouchoucha, Stéphane L

2018-01-01

Adapting a course from face to face to blended delivery necessitates that assessments are modified accordingly. In Australia the Objective Structured Clinical Assessment tool, as a derivative from the Objective Structured Clinical Examination, has been used in the face-to-face delivery mode as a formative or summative assessment tool in medicine and nursing since 1990. The Objective Structured Clinical Assessment has been used at Charles Darwin University to assess nursing students' simulated clinical skills prior to the commencement of their clinical placements since 2008. Although the majority of the course is delivered online, students attend a one-week intensive clinical simulation block yearly, prior to attending clinical placements. Initially, the Objective Structured Clinical Assessment was introduced as a lecturer assessed summative assessment, over time it was adapted to better suit the blended learning environment. The modification of the tool from an academic to peer assessed assessment tool, was based on the empirical literature, student feedback and a cross-sectional, qualitative study exploring academics' perceptions of the Objective Structured Clinical Assessment (Bouchoucha et al., 2013a, b). This paper presents an overview of the process leading to the successful adaptation of the Objective Structured Clinical Assessment to suit the requirements of a preregistration nursing course delivered through blended learning. This is significant as many universities are moving their curriculum to fully online or blended delivery, yet little attention has been paid to adapting the assessment of simulated clinical skills. The aim is to identify the benefits and drawbacks of using the peer assessed Objective Structured Clinical Assessment and share recommendations for successful implementation. Copyright © 2017 Elsevier Ltd. All rights reserved.

Effectiveness of Adaptive Assessment versus Learner Control in a Multimedia Learning System

Science.gov (United States)

Chen, Ching-Huei; Chang, Shu-Wei

2015-01-01

The purpose of this study was to explore the effectiveness of adaptive assessment versus learner control in a multimedia learning system designed to help secondary students learn science. Unlike other systems, this paper presents a workflow of adaptive assessment following instructional materials that better align with learners' cognitive…

Framework for e-learning assessment in dental education: a global model for the future.

Science.gov (United States)

Arevalo, Carolina R; Bayne, Stephen C; Beeley, Josie A; Brayshaw, Christine J; Cox, Margaret J; Donaldson, Nora H; Elson, Bruce S; Grayden, Sharon K; Hatzipanagos, Stylianos; Johnson, Lynn A; Reynolds, Patricia A; Schönwetter, Dieter J

2013-05-01

The framework presented in this article demonstrates strategies for a global approach to e-curricula in dental education by considering a collection of outcome assessment tools. By combining the outcomes for overall assessment, a global model for a pilot project that applies e-assessment tools to virtual learning environments (VLE), including haptics, is presented. Assessment strategies from two projects, HapTEL (Haptics in Technology Enhanced Learning) and UDENTE (Universal Dental E-learning), act as case-user studies that have helped develop the proposed global framework. They incorporate additional assessment tools and include evaluations from questionnaires and stakeholders' focus groups. These measure each of the factors affecting the classical teaching/learning theory framework as defined by Entwistle in a standardized manner. A mathematical combinatorial approach is proposed to join these results together as a global assessment. With the use of haptic-based simulation learning, exercises for tooth preparation assessing enamel and dentine were compared to plastic teeth in manikins. Equivalence for student performance for haptic versus traditional preparation methods was established, thus establishing the validity of the haptic solution for performing these exercises. Further data collected from HapTEL are still being analyzed, and pilots are being conducted to validate the proposed test measures. Initial results have been encouraging, but clearly the need persists to develop additional e-assessment methods for new learning domains.

Is Blended e-Learning as Measured by an Achievement Test and Self-Assessment Better than Traditional Classroom Learning for Vocational High School Students?

Directory of Open Access Journals (Sweden)

Chi-Cheng Chang

2014-04-01

Full Text Available The purpose of this study is to examine the effects of blended e-learning on electrical machinery performance (achievement test and self-assessment. Participants were two classes of 11th graders majoring in electrical engineering and taking the electrical machinery class at a vocational high school in Taiwan. The participants were randomly selected and assigned to either the experimental group (n = 33 which studied through blended e-learning or the control group (n = 32 which studied through traditional classroom learning. The experiment lasted for five weeks. The results showed that (a there were no significant differences in achievement test scores between blended e-learning and traditional learning; (b students in the experimental group obtained significantly higher scores on self-assessment than students in the control group; (c students’ scores on self-assessment were significantly higher after studying through blended e-learning than before. Overall, blended e-learning did not significantly affect students’ achievement test scores, but significantly affected their self-assessment scores.

An Interview with Marcia Tate: Formative Assessment and Brain Based Learning

OpenAIRE

Shaughnessy, Michael

2016-01-01

In this interview, Dr. Marcia Tate discusses her work and focuses on critical issues in brain based learning, and the need for both formative and summative assessment. Tangential issues such as grade retention, and response to intervention are also discussed. It is hope that this interview will assist teachers in the instructional and learning process and aid in both formative and summative assessment.  

Boosting Vocabulary Learning through Self-Assessment in an English Language Teaching Context

Science.gov (United States)

Duque Micán, Adriana; Cuesta Medina, Liliana

2017-01-01

This study explores the influence of self-assessment of vocabulary competence on a group of students' oral fluency. Twenty-four young adult learners participated in a learning process that promoted their oral skills and vocabulary development. Self-assessment was mainly examined through the analysis of students' learning logs, field notes and…

Assessing Grasp Stability Based on Learning and Haptic Data

DEFF Research Database (Denmark)

Bekiroglu, Yasemin; Laaksonen, Janne; Jørgensen, Jimmy Alison

2011-01-01

a probabilistic learning framework to assess grasp stability and demonstrate that knowledge about grasp stability can be inferred using information from tactile sensors. Experiments on both simulated and real data are shown. The results indicate that the idea to exploit the learning approach is applicable...... data and machine-learning methods, including AdaBoost, support vector machines (SVMs), and hidden Markov models (HMMs). In particular, we study the effect of different sensory streams to grasp stability. This includes object information such as shape; grasp information such as approach vector; tactile...

The Possibilities and Limitations of Assessment for Learning: Exploring the Theory of Formative Assessment and the Notion of "Closing the Learning Gap"

Science.gov (United States)

Ninomiya, Shuichi

2016-01-01

Black and Wiliam (1998a, 1998b) demonstrate that formative assessment is one of the most effective strategies for promoting student learning. Since the publication of their reviews, formative assessment has gained increasing international prominence in both policy and practice. However, despite this early innovation, the theory and practice of…

Pedagogical Voyeurism: Dialogic Critique of Documentation and Assessment of Learning

Science.gov (United States)

Matusov, Eugene; Marjanovic-Shane, Ana; Meacham, Sohyun

2016-01-01

We challenge a common emphasis on documentation and assessment of learning for providing good education: from the mainstream of neoliberal accountability movement to the progressive Reggio Emilia schools. We develop these arguments through discussing: 1) immeasurableness of education and learning, 2) students' ownership/authorship of education and…

Assessing Student Learning in Academic Advising Using Social Cognitive Theory

Science.gov (United States)

Erlich, Richard J.; Russ-Eft, Darlene F.

2013-01-01

We investigated whether the social cognitive theory constructs of self-efficacy and self-regulated learning apply to academic advising for measuring student learning outcomes. Community college students (N = 120) participated in an individual academic-advising session. We assessed students' post-intervention self-efficacy in academic planning and…

Assessing Metacognition as a Learning Outcome in a Postsecondary Strategic Learning Course

Science.gov (United States)

Mytkowicz, Patricia; Goss, Diane; Steinberg, Bruce

2014-01-01

While metacognition is an important component of the learning process for college students, development of metacognitive knowledge and regulation is particularly important for students with LD and/or ADHD. The researchers used Schraw and Dennison's (1994) "Metacognitive Awareness Inventory" (MAI) to assess first year college students'…

Research and Teaching: Assessing the Effect of Problem-Based Learning on Undergraduate Student Learning in Biomechanics

Science.gov (United States)

Mandeville, David; Stoner, Mark

2015-01-01

The aim of this study was to assess the effect of using the problem-based learning (PBL) teaching strategy on student academic achievement and secondary learning outcomes when compared with the traditional lecture (TL) for an undergraduate Biomechanics course. Successive undergraduate Biomechanics courses--a TL cohort and a PBL cohort--were…

Towards professionalism in music: self-assessed learning strategies of conservatory music students

OpenAIRE

Virkkula, Esa; Nissilä, Säde-Pirkko

2017-01-01

One of the current spearhead projects in Finnish education is learning to learn. Learning strategies have been examined from a variety of perspectives. They are policies that either promote or hinder learning. They are any behaviours or thoughts that facilitate encoding in such a way that knowledge integration and retrieval are enhanced. Strategies can be practiced and learnt. Direct and indirect learning strategies formed the model of defining music students’ self-assessed learning habits in...

Applying Social Cognitive Theory to Academic Advising to Assess Student Learning Outcomes

Science.gov (United States)

Erlich, Richard J.; Russ-Eft, Darlene

2011-01-01

Review of social cognitive theory constructs of self-efficacy and self-regulated learning is applied to academic advising for the purposes of assessing student learning. A brief overview of the history of student learning outcomes in higher education is followed by an explanation of self-efficacy and self-regulated learning constructs and how they…

The relationship between students’ perceptions of portfolio assessment practice and their approaches to learning

NARCIS (Netherlands)

Segers, M.S.R.; Gijbels, D.; Thurlings, M.C.G.

2008-01-01

This study focuses on students’ learning approaches in the context of a competency-based program on Applied Sciences, with portfolio assessment as its core mode of assessment. The study examines students’ perceptions of these assessment practices and the relationships to their learning approaches.

Challenges in relation to assessment of prior learning

DEFF Research Database (Denmark)

Wahlgren, Bjarne; Aarkrog, Vibe

2013-01-01

The paper deals about preliminary results from an on-going project: “From unskilled worker to skilled worker in record time”. The aim of the project is to qualify unskilled workers for skilled positions in record time by drafting up a plan for the training based on assessment of the students’ (the....... Observations and or with the students about the students’ workplace based experiences and learning and 2. Drafting up an individual study plan based on the individual student’s prior learning....

Polimorfismo g.17924a>g en el gen fasn y su relación con la composición de ácidos grasos (MUFA y CLA) En la carne de novillos aberdeen angus

OpenAIRE

Inostroza, Karla; Larama, Giovanni; Sepúlveda, Néstor

2013-01-01

El interés en la composición de ácidos grasos de la carne bovina está relacionado con producir alimentos más saludables, por ejemplo, con altos contenidos de ácidos grasos monoinsaturados (MUFA) y ácido linoleico conjugado (CLA), debido a que la carne es considerada un alimento con un excesivo contenido graso. El principal objetivo fue determinar la relación del polimorfismo g.17924A>G en el gen FASN con la composición de ácidos grasos en la carne de bovinos Aberdeen Angu...

Development and assessment of learning objects about intramuscular medication administration

Directory of Open Access Journals (Sweden)

Lilian Mayumi Chinen Tamashiro

2014-10-01

Full Text Available OBJECTIVES: to develop and assess a learning object about intramuscular medication administration for nursing undergraduates and nurses.METHOD: a random, intentional and non-probabilistic sample was selected of nurses from a Brazilian social network of nursing and students from the Undergraduate Program at the University of São Paulo School of Nursing to serve as research subjects and assess the object.RESULTS: the participants, 8 nurses and 8 students, studied the object and answered an assessment instrument that included the following criteria: educational aspects (relevance of the theme, objectives and texts/hypertexts, interface of the environment (navigation, accessibility and screen design and didactic resources (interactivity and presentation of resources. In total, 128 significant answers were obtained, 124 (97% of which were positive, assessed as excellent and satisfactory, considered as a flexible, dynamic, objective resources that is appropriate to the nursing learning process.CONCLUSION: the educational technology shows a clear and easily understandable language and the teaching method could be applied in other themes, contributing to the education and training of nursing professionals, positively affecting nursing teaching, stimulating the knowledge, autonomous and independent learning, aligned with the new professional education requirements.

Aligned assessment in support of high-level learning: A critical ...

African Journals Online (AJOL)

The article describes a specific formative assessment task in an ODL learning context and touches on issues of self-regulated learning and appropriation of student writing. Biggs' theory of constructive alignment, which underpins the assignment, requires an evaluation of the degree to which students construct meaning from ...

Assessment is for learning: Supporting feedback

OpenAIRE

McLaren, Susan

2012-01-01

This paper describes an action research, school situated project conducted withpartnership funding from Learning and Teaching Scotland, Scottish QualificationsAuthority and Becta, the UK government’s agency for communications technology in education. Based on e-scape (e-solutions for creative assessment in portfolio environments), developed by Goldsmiths, University of London, the Scottish project focussed on integrating innovative methods of capturing evidence of creative performance with pr...

In it together: Organizational learning through participation in environmental assessment

Science.gov (United States)

Fitzpatrick, Patricia

2005-07-01

Can organizations learn through participation in environmental assessment (EA)? This was the central research question of a study that explored the linkages among sustainable development, EA, public participation, and learning. To address this question, the research design involved a comparative case study of two concurrent but geographically separate projects, the Wuskwatim generation station and transmission lines projects (Wuskwatim projects), and the Snap Lake Diamonds Project (Snap Lake project). The Wuskwatim projects involve the construction of a low head dam and three 230 kV transmission line segments in Northern Manitoba, Canada. The Snap Lake Project involves the construction and operation of a diamond mine 220 km northwest of Yellowknife, Northwest Territories, Canada, at the headwaters of the Lockhart River drainage system. The EAs of these proposed developments provided multiple opportunities for public (and organizational) involvement in the review, including comments on the scope of the assessment, information requests, and public hearings. Data collection included participant observation, semi-structured interviews with EA participants, and documentation generated through the course of the reviews. Data were organized using QSR Nvivo, a database software system. In this dissertation, three key contributions are made. The theoretical framework that draws together a number of separate but related fields of study---communicative action, discursive democracy, transformative learning, organizational learning---is the first contribution. The second is verification that organizations learn through participation in EA. Third, empirical support is presented far the assertion that transformative learning can address change beyond that experienced by the individual, to account for both policy-oriented and organizational learning. Related to the second contribution, results indicate that participants of EA engage in Teaming on multiple scales. Furthermore

Income Tax Preparation Assistance Service Learning Program: A Multidimensional Assessment

Science.gov (United States)

Aldridge, Richard; Callahan, Richard A.; Chen, Yining; Wade, Stacy R.

2015-01-01

The authors present a multidimensional assessment of the outcomes and benefits of an income tax preparation assistance (ITPA) service learning program. They measure the perceived proximate benefits at the delivery of the service program, the actual learning outcome benefits prior to graduation, and the perceived long-term benefits from a…

Linking Past and Present: John Dewey and Assessment for Learning

Science.gov (United States)

Kucey, Sharen; Parsons, Jim

2017-01-01

This collection of extracts is drawn from an article originally published in the "Journal of Teaching and Learning" (2012). It provides an important reminder to understand Assessment for Learning in depth, by relating some of its key features to aspects of John Dewey's educational and political philosophy of democratic participation.

The Challenge of Assessing Professional Competence in Work Integrated Learning

Science.gov (United States)

McNamara, Judith

2013-01-01

A fundamental aspect of work integrated learning (WIL) is the development of professional competence, the ability of students to perform in the workplace. Alignment theory therefore suggests that the assessment of WIL should include an assessment of students' demonstration of professional competence in the workplace. The assessment of professional…

Beyond static assessment of children's receptive vocabulary: the dynamic assessment of word learning (DAWL).

Science.gov (United States)

Camilleri, Bernard; Botting, Nicola

2013-01-01

Children's low scores on vocabulary tests are often erroneously interpreted as reflecting poor cognitive and/or language skills. It may be necessary to incorporate the measurement of word-learning ability in estimating children's lexical abilities. To explore the reliability and validity of the Dynamic Assessment of Word Learning (DAWL), a new dynamic assessment of receptive vocabulary. A dynamic assessment (DA) of word learning ability was developed and adopted within a nursery school setting with 15 children aged between 3;07 and 4;03, ten of whom had been referred to speech and language therapy. A number of quantitative measures were derived from the DA procedure, including measures of children's ability to identify the targeted items and to generalize to a second exemplar, as well as measures of children's ability to retain the targeted items. Internal, inter-rater and test-retest reliability of the DAWL was established as well as correlational measures of concurrent and predictive validity. The DAWL was found to provide both quantitative and qualitative information which could be used to improve the accuracy of differential diagnosis and the understanding of processes underlying the child's performance. The latter can be used for the purpose of designing more individualized interventions. © 2013 Royal College of Speech and Language Therapists.

Using Learning and Motivation Theories to Coherently Link Formative Assessment, Grading Practices, and Large-Scale Assessment

Science.gov (United States)

Shepard, L. A.; Penuel, W. R.; Pellegrino, J. W.

2018-01-01

To support equitable and ambitious teaching practices, classroom assessment design must be grounded in a research-based theory of learning. Compared to other theories, sociocultural theory offers a more powerful, integrative account of how motivational aspects of learning--such as self-regulation, self-efficacy, sense of belonging, and…

Dynamics and chemistry of vortex remnants in late Arctic spring 1997 and 2000: Simulations with the Chemical Lagrangian Model of the Stratosphere (CLaMS

Directory of Open Access Journals (Sweden)

P. Konopka

2003-01-01

Full Text Available High-resolution simulations of the chemical composition of the Arctic stratosphere during late spring 1997 and 2000 were performed with the Chemical Lagrangian Model of the Stratosphere (CLaMS. The simulations were performed for the entire northern hemisphere on two isentropic levels 450 K (~18 km and 585 K (~24 km. The spatial distribution and the lifetime of the vortex remnants formed after the vortex breakup in May 1997 display different behavior above and below 20 km. Above 20 km, vortex remnants propagate southward (up to 40°N and are "frozen in'' in the summer circulation without significant mixing. Below 20 km the southward propagation of the remnants is bounded by the subtropical jet. Their lifetime is shorter by a factor of 2 than that above 20 km, owing to significant stirring below this altitude. The behavior of vortex remnants formed in March 2000 is similar but, due to an earlier vortex breakup, dominated during the first 6 weeks after the vortex breakup by westerly winds, even above 20 km. Vortex remnants formed in May 1997 are characterized by large mixing ratios of HCl indicating negligible, halogen-induced ozone loss. In contrast, mid-latitude ozone loss in late boreal spring 2000 is dominated, until mid-April, by halogen-induced ozone destruction within the vortex remnants, and subsequent transport of the ozone-depleted polar air masses (dilution into the mid-latitudes. By varying the intensity of mixing in CLaMS, the impact of mixing on the formation of ClONO2 and ozone depletion is investigated. We find that the photochemical decomposition of HNO3 and not mixing with NOx-rich mid-latitude air is the main source of NOx within the vortex remnants in March and April 2000. Ozone depletion in the remnants is driven by ClOx photolytically formed from ClONO2. At the end of May 1997, the halogen-induced ozone deficit at 450 K poleward of 30°N amounts to ~12% with ~10% in the polar vortex and ~2% in well-isolated vortex remnants

The Greatest Learning Return on Your Pedagogical Investment: Alignment, Assessment or In-Class Instruction?

Science.gov (United States)

Holt, Emily A; Young, Craig; Keetch, Jared; Larsen, Skylar; Mollner, Brayden

2015-01-01

Critical thinking is often considered an essential learning outcome of institutions in higher education. Previous work has proposed three pedagogical strategies to address this goal: more active, student-centered in-class instruction, assessments which contain higher-order cognitive questions, and greater alignment within a classroom (i.e., high agreement of the cognitive level of learning objectives, assessments, and in-class instruction). Our goals were to determine which of these factors, individually or the interactions therein, contributed most to improvements in university students' critical thinking. We assessed students' higher-order cognitive skills in introductory non-majors biology courses the first and last week of instruction. For each of the fifteen sections observed, we also measured the cognitive level of assessments and learning objectives, evaluated the learner-centeredness of each classroom, and calculated an alignment score for each class. The best model to explain improvements in students' high-order cognitive skills contained the measure of learner-centeredness of the class and pre-quiz scores as a covariate. The cognitive level of assessments, learning objectives, nor alignment explained improvements in students' critical thinking. In accordance with much of the current literature, our findings support that more student-centered classes had greater improvements in student learning. However, more research is needed to clarify the role of assessment and alignment in student learning.

The Greatest Learning Return on Your Pedagogical Investment: Alignment, Assessment or In-Class Instruction?

Directory of Open Access Journals (Sweden)

Emily A Holt

Full Text Available Critical thinking is often considered an essential learning outcome of institutions in higher education. Previous work has proposed three pedagogical strategies to address this goal: more active, student-centered in-class instruction, assessments which contain higher-order cognitive questions, and greater alignment within a classroom (i.e., high agreement of the cognitive level of learning objectives, assessments, and in-class instruction. Our goals were to determine which of these factors, individually or the interactions therein, contributed most to improvements in university students' critical thinking. We assessed students' higher-order cognitive skills in introductory non-majors biology courses the first and last week of instruction. For each of the fifteen sections observed, we also measured the cognitive level of assessments and learning objectives, evaluated the learner-centeredness of each classroom, and calculated an alignment score for each class. The best model to explain improvements in students' high-order cognitive skills contained the measure of learner-centeredness of the class and pre-quiz scores as a covariate. The cognitive level of assessments, learning objectives, nor alignment explained improvements in students' critical thinking. In accordance with much of the current literature, our findings support that more student-centered classes had greater improvements in student learning. However, more research is needed to clarify the role of assessment and alignment in student learning.

Hysteroscopic sterilization using a virtual reality simulator: assessment of learning curve.

Science.gov (United States)

Janse, Juliënne A; Goedegebuure, Ruben S A; Veersema, Sebastiaan; Broekmans, Frank J M; Schreuder, Henk W R

2013-01-01

To assess the learning curve using a virtual reality simulator for hysteroscopic sterilization with the Essure method. Prospective multicenter study (Canadian Task Force classification II-2). University and teaching hospital in the Netherlands. Thirty novices (medical students) and five experts (gynecologists who had performed >150 Essure sterilization procedures). All participants performed nine repetitions of bilateral Essure placement on the simulator. Novices returned after 2 weeks and performed a second series of five repetitions to assess retention of skills. Structured observations on performance using the Global Rating Scale and parameters derived from the simulator provided measurements for analysis. The learning curve is represented by improvement per procedure. Two-way repeated-measures analysis of variance was used to analyze learning curves. Effect size (ES) was calculated to express the practical significance of the results (ES ≥ 0.50 indicates a large learning effect). For all parameters, significant improvements were found in novice performance within nine repetitions. Large learning effects were established for six of eight parameters (p learning curve established in this study endorses future implementation of the simulator in curricula on hysteroscopic skill acquisition for clinicians who are interested in learning this sterilization technique. Copyright © 2013 AAGL. Published by Elsevier Inc. All rights reserved.

Assessing the impact of blended learning on student performance

OpenAIRE

Do Won Kwak; Flavio Menezes; Carl Sherwood

2013-01-01

This paper assesses quantitatively the impact on student performance of a blended learning experiment within a large undergraduate first year course in statistics for business and economics students. We employ a differences- in-difference econometric approach, which controls for differences in student characteristics and course delivery method, to evaluate the impact of blended learning on student performance. Although students in the course manifest a preference for live lectures over online...

An Automated System for Skeletal Maturity Assessment by Extreme Learning Machines.

Science.gov (United States)

Mansourvar, Marjan; Shamshirband, Shahaboddin; Raj, Ram Gopal; Gunalan, Roshan; Mazinani, Iman

2015-01-01

Assessing skeletal age is a subjective and tedious examination process. Hence, automated assessment methods have been developed to replace manual evaluation in medical applications. In this study, a new fully automated method based on content-based image retrieval and using extreme learning machines (ELM) is designed and adapted to assess skeletal maturity. The main novelty of this approach is it overcomes the segmentation problem as suffered by existing systems. The estimation results of ELM models are compared with those of genetic programming (GP) and artificial neural networks (ANNs) models. The experimental results signify improvement in assessment accuracy over GP and ANN, while generalization capability is possible with the ELM approach. Moreover, the results are indicated that the ELM model developed can be used confidently in further work on formulating novel models of skeletal age assessment strategies. According to the experimental results, the new presented method has the capacity to learn many hundreds of times faster than traditional learning methods and it has sufficient overall performance in many aspects. It has conclusively been found that applying ELM is particularly promising as an alternative method for evaluating skeletal age.

An Automated System for Skeletal Maturity Assessment by Extreme Learning Machines

Science.gov (United States)

Mansourvar, Marjan; Shamshirband, Shahaboddin; Raj, Ram Gopal; Gunalan, Roshan; Mazinani, Iman

2015-01-01

Assessing skeletal age is a subjective and tedious examination process. Hence, automated assessment methods have been developed to replace manual evaluation in medical applications. In this study, a new fully automated method based on content-based image retrieval and using extreme learning machines (ELM) is designed and adapted to assess skeletal maturity. The main novelty of this approach is it overcomes the segmentation problem as suffered by existing systems. The estimation results of ELM models are compared with those of genetic programming (GP) and artificial neural networks (ANNs) models. The experimental results signify improvement in assessment accuracy over GP and ANN, while generalization capability is possible with the ELM approach. Moreover, the results are indicated that the ELM model developed can be used confidently in further work on formulating novel models of skeletal age assessment strategies. According to the experimental results, the new presented method has the capacity to learn many hundreds of times faster than traditional learning methods and it has sufficient overall performance in many aspects. It has conclusively been found that applying ELM is particularly promising as an alternative method for evaluating skeletal age. PMID:26402795

Prior learning assessment and quality assurance practice ...

African Journals Online (AJOL)

The use of RPL (Recognition of Prior Learning) in higher education to assess RPL candidates for admission into programmes of study met with a lot of criticism from faculty academics. Lecturers viewed the possibility of admitting large numbers of under-qualified adult learners, as a threat to the institution's reputation, or an ...

The Learning Loss Scale as an Assessment Tool: An Empirical Examination of Convergent Validity with Performative Measures

Science.gov (United States)

Hooker, John; Denker, Katherine

2014-01-01

Higher education has placed an increasingly greater value on assessment. The Learning Loss Scale may be an appropriate tool to assess learning across disciplines. In this paper, we review the culture of assessment, conceptualizations of cognitive learning, the Learning Loss Scale, and a theoretical explanation, and then we test this measure to…

How much is too much assessment? Insight into assessment-driven student learning gains in large-scale undergraduate microbiology courses.

Science.gov (United States)

Wang, Jack T H; Schembri, Mark A; Hall, Roy A

2013-01-01

Designing and implementing assessment tasks in large-scale undergraduate science courses is a labor-intensive process subject to increasing scrutiny from students and quality assurance authorities alike. Recent pedagogical research has provided conceptual frameworks for teaching introductory undergraduate microbiology, but has yet to define best-practice assessment guidelines. This study assessed the applicability of Biggs' theory of constructive alignment in designing consistent learning objectives, activities, and assessment items that aligned with the American Society for Microbiology's concept-based microbiology curriculum in MICR2000, an introductory microbiology course offered at the University of Queensland, Australia. By improving the internal consistency in assessment criteria and increasing the number of assessment items explicitly aligned to the course learning objectives, the teaching team was able to efficiently provide adequate feedback on numerous assessment tasks throughout the semester, which contributed to improved student performance and learning gains. When comparing the constructively aligned 2011 offering of MICR2000 with its 2010 counterpart, students obtained higher marks in both coursework assignments and examinations as the semester progressed. Students also valued the additional feedback provided, as student rankings for course feedback provision increased in 2011 and assessment and feedback was identified as a key strength of MICR2000. By designing MICR2000 using constructive alignment and iterative assessment tasks that followed a common set of learning outcomes, the teaching team was able to effectively deliver detailed and timely feedback in a large introductory microbiology course. This study serves as a case study for how constructive alignment can be integrated into modern teaching practices for large-scale courses.

Assessment of unskilled adults’ prior learning – fair to whom?

DEFF Research Database (Denmark)

Aarkrog, Vibe

2014-01-01

As in many other countries, Danish adult education policy focuses on how to encourage adults for education; the most important and challenging group of adults being those with few or no formal qualifications. Assessment of prior learning (APL) is perceived as an important tool for motivating adults...... the school system and curricular standards. Applying a theoretical frame that includes concepts of communities of practice (Wenger), the development from novice to expert (Dreyfus & Dreyfus), and Bernstein’s distinction between horizontal and vertical learning, the paper gives an account of the students......’ development in relation to assessment of their prior learning. The study includes a number of VET-programs. The paper focuses on one of them: Social and health care and clerical assistant. It addresses questions of what is a fair APL, perceived in relation to both the adults’ knowing in practice...

The effects of student self-assessment on learning in removable prosthodontics laboratory.

Science.gov (United States)

Chambers, David W; LaBarre, Eugene E

2014-05-01

It has been consistently shown that there is a weak association between student self-assessment and faculty member assessment of student projects in preclinical technique laboratory settings and that students overestimate their performance. Greater overestimation is observed among students judged by faculty to be the weakest, and these students also use a wider range of scores. This study hypothesized that student self-assessment is a function of capacity to perform, accuracy of understanding grading standards, and psychological factors. Further it hypothesized that learning, defined as change in performance, is a function of ability and self-assessment. Dental students at one U.S. dental school self-assessed their performance on two projects in a removable prosthodontics laboratory course separated by a six-month period. Faculty evaluations of these projects were used to determine students' understanding of the criteria for the projects, and a standardized psychological test was used to assess the learning orientation of the students. A statistical correction was made for the artifact of regression toward the mean. The study found that self-assessment was a better predictor of future learning under these circumstances than was evaluation by faculty members.

Design guidelines for self-assessment support for adult academic distance learning

NARCIS (Netherlands)

Menendez Blanco, Maria; Van der Veer, Gerrit; Benvenuti, Laura; Kirschner, Paul A.

2011-01-01

Menendez Blanco, M., Van der Veer, G., Benvenuti, L., & Kirschner, P. A. (2011). Design guidelines for self-assessment support for adult academic distance learning. In H-J Shalin (Ed.), Constructing self-discovery learning spaces online: scaffolding and decision making technologies (pp. 169-198).

Gaining Insight into Business Telecommunications Students through the Assessment of Learning Styles

Science.gov (United States)

Sandman, Thomas E.

2009-01-01

The assessment of student learning styles can be of significant value for developing and evaluating an appropriate mix of pedagogical techniques and activities. With this in mind, learning style preferences were collected from over 300 undergraduate business telecommunications students. These set of data show that a breadth of learning style…

Learning to assess in the academic workplace: Case study in the ...

African Journals Online (AJOL)

A study into how academics learn to assess student performance affirms the significance of context in understanding learning in the academic workplace. The study involved three case studies in academic departments with significant differences in the teaching, research and professional dimensions of academic life.

Self-assessed learning style correlates to use of supplemental learning materials in an online course management system.

Science.gov (United States)

Halbert, Caitlin; Kriebel, Richard; Cuzzolino, Robert; Coughlin, Patrick; Fresa-Dillon, Kerin

2011-01-01

The benefit of online learning materials in medical education is not well defined. The study correlated certain self-identified learning styles with the use of self-selected online learning materials. First-year osteopathic medical students were given access to review and/or summary materials via an online course management system (CMS) while enrolled in a pre-clinical course. At the end of the course, students completed a self-assessment of learning style based on the Index of Learning Styles and a brief survey regarding their usage and perceived advantage of the online learning materials. Students who accessed the online materials earned equivalent grades to those who did not. However, the study found that students who described their learning styles as active, intuitive, global, and/or visual were more likely to use online educational resources than those who identified their learning style as reflective, sensing, sequential, and/or verbal. Identification of a student's learning style can help medical educators direct students to learning resources that best suit their individual needs.

An Appraisal of Financial Authority Transfers' Prior-Knowledge in Adult Learning Assessment

Directory of Open Access Journals (Sweden)

A. Ettien

2017-12-01

Full Text Available This research aimed at reviewing financial authority trainers prior knowledge in adult learners' learning assessment. For this aim, we tried to verify the fol-lowing research hypothesis: Ivorian financial authority trainers are able to assess adult learners correctly. Knowles andragogy principles are the comparison basis. We were positively impressed by trainers awareness of some of the principles of andragogy relative to their avoidance of summative assessment in favor of task-based assessment and problem-solving activities. However, the same trainers tendency to ignore the self-directedness nature of adult learners as well as their ability to engage in self-assessment made us believe that a sound training in adult learning assessment would help each of them become a better adult trainer.

Strategies to Enhance Online Learning Teams. Team Assessment and Diagnostics Instrument and Agent-based Modeling

Science.gov (United States)

2010-08-12

Strategies to Enhance Online Learning Teams Team Assessment and Diagnostics Instrument and Agent-based Modeling Tristan E. Johnson, Ph.D. Learning ...REPORT DATE AUG 2010 2. REPORT TYPE 3. DATES COVERED 00-00-2010 to 00-00-2010 4. TITLE AND SUBTITLE Strategies to Enhance Online Learning ...TeamsTeam Strategies to Enhance Online Learning Teams: Team Assessment and Diagnostics Instrument and Agent-based Modeling 5a. CONTRACT NUMBER 5b. GRANT

The Impact of Cognitive Assessment on the Identity of People with Learning Disabilities

Science.gov (United States)

Davidson, Terence; Smith, Hilary; Burns, Jan

2014-01-01

Researchers and clinicians have hypothesised that cognitive assessments have the power to influence the self-identity of people with learning disabilities. This research aimed to explore the experience of a sample of people who had been given a cognitive assessment by a psychologist based in a team for people with learning disabilities. Five…

The Use of Case Based Multiple Choice Questions for Assessing Large Group Teaching: Implications on Student's Learning

Directory of Open Access Journals (Sweden)

Christina Donnelly

2014-06-01

Full Text Available The practice of assessments in third level education is extremely important and a rarely disputed part of the university curriculum as a method to demonstrate a student’s learning. However, assessments to test a student’s knowledge and level of understanding are challenging to apply given recent trends which are showing that student numbers are increasing, student demographics are wide ranging and resources are being stretched. As a result of these emerging challenges, lecturers are required to develop a comprehensive assessment to effectively demonstrate student learning, whilst efficiently managing large class sizes. One form of assessment which has been used for efficient assessment is multiple choice questions (MCQs; however this method has been criticised for encouraging surface learning, in comparison to other methods such as essays or case studies. This research explores the impact of blended assessment methods on student learning. This study adopts a rigorous three-staged qualitative methodology to capture third level lecturers’ and students’ perception to (1 the level of learning when using MCQs; (2 the level of learning when blended assessment in the form of case based MCQs are used. The findings illuminate the positive impact of cased based MCQs as students and lecturers suggest that it leads to a higher level of learning and deeper information processing over that of MCQs without case studies. 2 The implications of this research is that this type of assessment contributes to the current thinking within literature on the use of assessments methods, as well as the blending of assessment methods to reach a higher level of learning. It further serves to reinforce the belief that assessments are the greatest influence on students’ learning, and the requirement for both universities and lecturers to reflect on the best form of assessment to test students’ level of understanding, whilst also balancing the real challenges of

Which assessment features shape students' learning? A review study

NARCIS (Netherlands)

Joosten-ten Brinke, Desirée; Sluijsmans, Dominique; Van der Vleuten, Cees

2013-01-01

Joosten-ten Brinke, D., Sluijsmans, D., & Van der Vleuten, C. (2012, 28 November). Which assessment features shape students’ learning? A review study. Presentation at the Eapril conference, Jyväskylä, Finland.

Portfolio as a learning strategy and a tool for assessment - a Danish experience

DEFF Research Database (Denmark)

Mogensen, Arne

A short presentation of some Danish expereriences using portfolio in maths teaching in primary and lower secondary schools as a learning strategy AND a tool for assessment.......A short presentation of some Danish expereriences using portfolio in maths teaching in primary and lower secondary schools as a learning strategy AND a tool for assessment....

Determination of the conjugated linoleic acid-containing triacylglycerols in New Zealand bovine milk fat.

Science.gov (United States)

Robinson, N P; MacGibbon, A K

2000-07-01

Reversed-phase high-performance liquid chromatography (HPLC) with ultraviolet (UV) detection at 233 nm was used to separate, quantify, and identify the triacylglycerols (TAG) of milk fat that contain conjugated linoleic acid (CLA). The absorbance at 233 nm was substantially due to CLA-TAG (chromatography of some representative TAG devoid of CLA, such as tripalmitin and triolein, showed poor responses at 233 nm, 1/800th that of CLA-TAG). A CLA molar extinction coefficient at 233 nm of 23,360 L mol(-1) cm(-1) and an HPLC UV response factor were obtained from a commercially available cis-9,trans-11-CLA standard. This molar extinction coefficient was only 86% of reported literature values. Summation of all chromatographic peaks absorbing at 233 nm using the corrected response factor gave good agreement with independent determinations of total CLA by gas chromatography and UV spectrophotometry. This agreement allowed quantification of individual CLA-TAG peaks in the HPLC separation of a typical New Zealand bovine milk fat. Three CLA-containing TAG, CLA-dipalmitin, CLA-oleoyl-palmitin and CLA-diolein, were prepared by interesterification of tripalmitin with the respective fatty acid methyl esters and used to assign individual peaks in the reversed-phase chromatography of total milk fat, of which CLA-oleoyl-palmitin was coincident with the largest UV peak. Band fractions from argentation thin-layer chromatography of total milk fat were similarly employed to identify five predominant CLA-TAG groups in total milk fat: CLA-disaturates, CLA-oleoyl-saturates, CLA-vaccenyl-saturates, CLA-vaccenyl-olein, and CLA-diolein.

The Effects of Nano-encapsulated Conjugated Linoleic Acid on Stability of Conjugated Linoleic Acid and Fermentation Profiles in the Rumen

Directory of Open Access Journals (Sweden)

Wan Heo

2016-03-01

Full Text Available This study was aimed to evaluate the stability of conjugated linoleic acids (CLAs by nano-encapsulation against in vitro ruminal biohydrogenation by microbial enzymatic conversion. CLAs (free fatty acid form of CLA [CLA-FFA], nano-encapsulated CLA-FFA, triglyceride form of CLA [CLA-TG], and nano-encapsulated CLA-TG were used in the in vitro fermentation experiments. When Butyrivibrio fibrisolvens (B. fibrisolvens was incubated with CLA-FFAs, the concentrations of cis-9, trans-11 CLA and vaccenic acid (VA slightly was decreased and increased by nano-encapsulation, respectively. When B. fibrisolvens was incubated with CLA-TG, the concentrations of cis-9, trans-11 CLA and VA decreased, but these were increased when B. fibrisolvens was incubated with nano-encapsulated CLA-TG. The nano-encapsulation was more effective against the in vitro biohydrogenation activity of B.fibrisolvens incubated with CLA-FFA than with CLA-TG. In the in vitro ruminal incubation test, the total gas production and concentration of total volatile fatty acids incubated with nano-encapsulated CLA-FFA and CLA-TG were increased significantly after 24 h incubation (p<0.05. Nano-encapsulated CLA-FFA might, thus, improve the ruminal fermentation characteristics without adverse effects on the incubation process. In addition, nano-encapsulated CLA-FFA increased the population of Fibrobacter succinogenes and decreased the population of B. fibrisolvens population. These results indicate that nano-encapsulation could be applied to enhance CLA levels in ruminants by increasing the stability of CLA without causing adverse effects on ruminal fermentation.

Learning, assessment and professional identity development in public health training.

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Wood, Annette

2016-06-01

Professional identity formation is important for new recruits to training programmes. The integration of the accumulation of knowledge and assessment is a key aspect in its acquisition. This study assessed this interaction in Public Health Training in one English region. Semi-structured interviews were held with 15 registrars from the West Midlands Public Health Training Programme. Pre-interview questionnaires gathered background information. A thematic content analysis approach was taken. There was a lack of integration between academic and workplace learning, the professional examination process and professional identity development. Registrars considered sitting the examination and their workplace learning as two parallel processes. Passing the examination was considered a key part in the early development of a professional identity but this was replaced by the opinions of others by the third year of training. Having a Masters' in Public Health was less important but played a different role in their perceived acceptance by the wider Public Health workforce. The lack of integration between assessment and learning seemed to have a detrimental effect on professional identity development. A review of how these two aspects might combine in a more positive manner is needed.

Implementing and Assessing Inquiry-Based Learning through the CAREER Award

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Brudzinski, M. R.

2011-12-01

In order to fully attain the benefits of inquiry-based learning, instructors who typically employ the traditional lecture format need to make many adjustments to their approach. This change in styles can be intimidating and logistically difficult to overcome, both for instructors and students, such that a stepwise approach to this transformation is likely to be more manageable. In this session, I will describe a series of tools to promote inquiry-based learning that I am helping to implement and assess in classroom courses and student research projects. I will demonstrate the importance of integrating with existing institutional initiatives as well as recognizing how student development plays a key role in student engagement. Some of the features I will highlight include: defining both student learning outcomes and student development outcomes, converting content training to be self-directed and asynchronous, utilizing conceptests to help students practice thinking like scientists, and employing both objective pre/post assessment and student self-reflective assessment. Lastly, I will reflect on how the well-defined goal of teaching and research integration in the CAREER award solicitation resonated with me even as an undergraduate and helped inspire my early career.

An Investigation Into The Learning Styles, English Proficiency And Assessment Performance Of Medical Students

OpenAIRE

Toh Peng Yeow; Mark Kiak Min TAN; Li-Cher LOH; Julia BLITZ

2010-01-01

Appreciation of learning styles can be of use tohelp both educators and students to enhance theeffectiveness of an educational experience. It has beennoticed that some students at this College are not verygood at expressing themselves in either written orspoken English. Our study aimed to identify thestudent’s learning styles; assess whether there isany correlation between learning style, baselinedemographic data and self rated proficiency in Englishlanguage; and assess their associations wit...

Beyond Assessment: Conducting Theoretically Grounded Research on Service-Learning in Gerontology Courses.

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Kruger, Tina M; Pearl, Andrew J

2016-01-01

Service-learning is a useful pedagogical tool and high-impact practice, providing multiple benefits. Gerontology (and other) courses frequently include service-learning activities but lack theory-based, intentional research on outcomes. Here, the authors define service-learning and contextualize it in higher education, provide an overview of research and assessment in service-learning and gerontology courses, demonstrate the shortcomings of program evaluations, and offer suggestions for future research to advance and generate theory.

Microencapsulated conjugated linoleic acid associated with hypocaloric diet reduces body fat in sedentary women with metabolic syndrome

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Carvalho RF

2012-12-01

Full Text Available Roberta F Carvalho,1 Sofia K Uehara,2 Glorimar Rosa1,21Medicine Department, Federal University of Rio de Janeiro, Brazil; 2Nutrition and Dietetic Department, Josué de Castro Institute of Nutrition, Federal University of Rio de Janeiro, BrazilBackground: Animal studies have suggested beneficial effects of conjugated linoleic acid (CLA in reducing body fat mass and improvement in the serum lipid profile and glycemia. However, these effects are controversial in humans. The purpose of this study was to investigate the effects of microencapsulated CLA supplementation on body composition, body mass index, waist circumference, and blood pressure in sedentary women with metabolic syndrome.Methods: This study was a placebo-controlled and randomized clinical trial. Fourteen women diagnosed with metabolic syndrome received light strawberry jam enriched or not with microencapsulated CLA (3 g/day as a mixture of 38.57% cis-9, trans-11, and 39.76% trans-10, cis-12 CLA isomers associated with a hypocaloric diet for 90 days. The subjects were monitored to assess variables associated with the metabolic syndrome, in addition to assessing adherence with the intervention.Results: There were no significant effects of microencapsulated CLA on the lipid profile or blood pressure. Mean plasma insulin concentrations were significantly lower in women supplemented with microencapsulated CLA (Δ T90 – T0 = −12.87 ± 4.26 µU/mL, P = 0.02. Microencapsulated CLA supplementation did not alter the waist circumference, but there was a reduction in body fat mass detected after 30 days (Δ = −2.68% ± 0.82%, P = 0.02, which was maintained until the 90-day intervention period (Δ = −3.32% ± 1.41%, P = 0.02 in the microencapsulated CLA group. The placebo group showed this effect only after 90 days (Δ = −1.97% ± 0.60%, P = 0.02, but had a reduced waist circumference (Δ T90 – T0 = −4.25 ± 1.31 cm, P = 0.03.Conclusion: Supplementation with mixed

Assessment of learning powered mobility use--applying grounded theory to occupational performance.

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Nilsson, Lisbeth; Durkin, Josephine

2014-01-01

Collaboration by two grounded theory researchers, who each had developed a learning continuum instrument, led to the emergence of a new tool for assessment of learning powered mobility use. We undertook a rigorous process of comparative reanalysis that included merging, modifying, and expanding our previous research findings. A new instrument together with its facilitating strategies emerged in the course of revisits to our existing rich account of data taken from real environment powered mobility practice over an extensive time period. Instrument descriptors, categories, phases, and stages allow a facilitator to assess actual phase and plot actual occupational performance and provide a learner with the just right challenge through the learning process. Facilitating strategies are described for each of the phases and provide directions for involvement during learner performance. The learning approach is led by a belief system that the intervention is user-led, working in partnership and empowering the learner. The new assessment tool is inclusive of every potential powered mobility user because it focuses on the whole continuum of the learning process of powered mobility use from novice to expert. The new tool was appraised by clinicians and has been used successfully in clinical practice in the United Kingdom and Sweden.

Application of active learning modalities to achieve medical genetics competencies and their learning outcome assessments.

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Hagiwara, Nobuko

2017-01-01

The steadily falling costs of genome sequencing, coupled with the growing number of genetic tests with proven clinical validity, have made the use of genetic testing more common in clinical practice. This development has necessitated nongeneticist physicians, especially primary care physicians, to become more responsible for assessing genetic risks for their patients. Providing undergraduate medical students a solid foundation in genomic medicine, therefore, has become all the more important to ensure the readiness of future physicians in applying genomic medicine to their patient care. In order to further enhance the effectiveness of instructing practical skills in medical genetics, the emphasis of active learning modules in genetics curriculum at medical schools has increased in recent years. This is because of the general acceptance of a better efficacy of active learner-centered pedagogy over passive lecturer-centered pedagogy. However, an objective standard to evaluate students' skill levels in genomic medicine achieved by active learning is currently missing. Recently, entrustable professional activities (EPAs) in genomic medicine have been proposed as a framework for developing physician competencies in genomic medicine. EPAs in genomic medicine provide a convenient guideline for not only developing genomic medicine curriculum but also assessing students' competency levels in practicing genomic medicine. In this review, the efficacy of different types of active learning modules reported for medical genetics curricula is discussed using EPAs in genomic medicine as a common evaluation standard for modules' learning outcomes. The utility of the EPAs in genomic medicine for designing active learning modules in undergraduate medical genetics curricula is also discussed.

Language Assessment Literacy as Self-Awareness: "Understanding" the Role of Interpretation in Assessment and in Teacher Learning

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Scarino, Angela

2013-01-01

The increasing influence of sociocultural theories of learning on assessment practices in second language education necessitates an expansion of the knowledge base that teacher-assessors need to develop (what teachers need to know) and related changes in the processes of language teacher education (how they learn and develop it). Teacher assessors…

Increasing Skills in Writing Literature Study on Research-Based Learning Through Authentical Assessment Lecturing in Innovation Class of Social Science Learning

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Naniek Sulistya Wardani

2017-08-01

Full Text Available The purpose of this study is to determine whether the improvement of literature review skills on research-based learning can be pursued through the authentic assessment of the lectures of the Innovation of Learning IPS of PGSD students. This type of research is a classroom action research, using a spiral model of C. Kemmis and Robin Mc. Taggart. The research procedure uses 2 cycles, each cycle consists of 3 stages namely, 1 action planning 2 implementation of action and observation, 3 reflection. The subjects of the study were all students of PGSD Class 2014 E of the subjects of Innovation of IPS Learning as much as 27 students consisting of 7 male students and 20 female students. Data collection techniques use observation and product assessment. Data analysis technique is a percentage technique that compares literacy review writing skills through authentic assessment in IPS lectures between cycles. The result of the research shows that there is an improvement of writing skill of study lecture study of IPS learning innovation, which is pursued through authentic assessment. This is evident from the improvement of writing skills worthy of achievement from cycle 1 to cycle 2 ie from 62.14% of 27 students increased to 72.60% of all students in cycle 2. Writing skills in research-based learning is a skill to express the idea of the problem , Organizing facts, concepts and principles, use of EYD grammar and grammar. Authentic assessment is an assessment consisting of connection aspects, reflection aspects, and feedback aspects

Learning Progressions as Tools for Assessment and Learning

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Shepard, Lorrie A.

2018-01-01

This article addresses the teaching and learning side of the learning progressions literature, calling out for measurement specialists the knowledge most needed when collaborating with subject-matter experts in the development of learning progressions. Learning progressions are one of the strongest instantiations of principles from "Knowing…

Project RAILS: Lessons Learned about Rubric Assessment of Information Literacy Skills

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Belanger, Jackie; Zou, Ning; Mills, Jenny Rushing; Holmes, Claire; Oakleaf, Megan

2015-01-01

Rubric assessment of information literacy is an important tool for librarians seeking to show evidence of student learning. The authors, who collaborated on the Rubric Assessment of Informational Literacy Skills (RAILS) research project, draw from their shared experience to present practical recommendations for implementing rubric assessment in a…

Assessment of learning, memory and attention in developmental neurotoxicity regulatory studies: Introduction.

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Makris, Susan L; Vorhees, Charles V

2015-01-01

There are a variety of chemicals, including pharmaceuticals, that alter neurobehavior following developmental exposure and guidelines for the conduct of studies to detect such effects by statute in the United States and Europe. Guidelines for Developmental Neurotoxicity Testing (DNT) studies issued by the U.S. Environmental Protection Agency (EPA) under prevailing law and European Organization for Economic Cooperation and Development (OECD) recommendations to member countries provide that such studies include a series of neurobehavioral and neuropathological assessments. Among these are assessment of cognitive function, specifically learning and memory. After reviewing 69 DNT studies submitted to the EPA, tests of learning and memory were noted to have detected the lowest observed adverse effect level (LOAELs) less frequently than behavioral tests of locomotor activity and acoustic/auditory startle, but slightly more than for the developmental Functional Observational Battery (devFOB; which is less extensive than the full FOB), but the reasons for the lower LOAEL detection rate for learning and memory assessment could not be determined. A major concern identified in the review, however, was the adequacy of the methods employed in these studies rather than on the importance of learning and memory to the proper assessment of brain function. Accordingly, a symposium was conducted to consider how the guidelines for tests of learning and memory might be improved. Four laboratories with established histories investigating the effects of chemical exposures during development on learning, memory, and attention, were invited to review the topic and offer recommendations, both theoretical and practical, on approaches to improve the assessment of these vital CNS functions. Reviewers were asked to recommend methods that are grounded in functional importance to CNS integrity, well-validated, reliable, and amenable to the context of regulatory studies as well as to basic

Learning-Oriented Assessment Increases Performance and Written Skills in a Second Year Metabolic Biochemistry Course

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Vanderlelie, Jessica J.; Alexander, Heather. G.

2016-01-01

Assessment plays a critical role in learning and teaching and its power to enhance engagement and student outcomes is still underestimated in tertiary education. The current project considers the impact of a staged redesign of an assessment strategy that emphasized relevance of learning, formative assessment, student engagement, and feedback on…

E-learning project assessment: A new approach through the analysis of learners’ posts on social media

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A. Caione

2016-04-01

Full Text Available E-learning assessment is a key aspect in the overall e-learning process. There are several parameters to consider during the assessment. In recent years, several sets of factors, called Critical Success Factors, have been defined to provide a structural approach to assessment. They focus on many aspects but, in our view, they do not properly consider student satisfaction with courses. In e-learning applications, student opinion must be examined where it is expressed: on e-learning course social pages and/or social pages outside the platform but specific to the e-learning course. The problem is that these resources are unstructured and thus it is important to structure these resources before using them for assessment. In this paper, we discuss a proposal that can capture student opinion from social pages, combining several techniques, such as Natural Language Processing, Information Extraction; ontologies that help us to understand what and how students discuss about e-learning courses.

Assessing MBA Student Teamwork under the AACSB Assurance of Learning Standards

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Procino, Matthew C.

2012-01-01

Since the 2003 release of the AACSB's Assurance of Learning standards, outcomes assessment has been a required practice for business schools wishing to receive their endorsement. While most accredited institutions had been dabbling with the measurement of student learning, the new standards raised the bar considerably. It is now necessary to…

The Effect of Collaborative Learning and Self-Assessment on Self-Regulation

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Hatami, Ali

2015-01-01

In this study, the effects of teacher assistants' collaborative learning and learners' self-assessment on self-regulation and academic achievement at high levels have been investigated. Collaborative learning teaching method (Jigsaw and teacher assistant) is used for one group and the other group had also the same as well as learners'…

Moving the Starting Line through Prior Learning Assessment (PLA). Research Brief

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Council for Adult and Experiential Learning (NJ1), 2011

2011-01-01

Prior learning assessment (PLA) methods can help adult students earn college credit for what they already know. PLA can be an important offering by postsecondary degree programs because it can save students time and money. In addition, the Council for Adult and Experiential Learning's (CAEL's) "Fueling the Race to Postsecondary Success"…

Using TRAILS to Assess Student Learning: A Step-by-Step Guide

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Owen, Patricia L.

2010-01-01

School librarians nationwide seek to produce evidence of the library's impact on student learning and achievement. While classroom teachers demonstrate their impact through the use of standardized test scores including end-of-grade tests and SAT/ACT tests, school librarians have long used informal or in-class assessments to gauge student learning.…

Computer-assisted liver graft steatosis assessment via learning-based texture analysis.

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Moccia, Sara; Mattos, Leonardo S; Patrini, Ilaria; Ruperti, Michela; Poté, Nicolas; Dondero, Federica; Cauchy, François; Sepulveda, Ailton; Soubrane, Olivier; De Momi, Elena; Diaspro, Alberto; Cesaretti, Manuela

2018-05-23

Fast and accurate graft hepatic steatosis (HS) assessment is of primary importance for lowering liver dysfunction risks after transplantation. Histopathological analysis of biopsied liver is the gold standard for assessing HS, despite being invasive and time consuming. Due to the short time availability between liver procurement and transplantation, surgeons perform HS assessment through clinical evaluation (medical history, blood tests) and liver texture visual analysis. Despite visual analysis being recognized as challenging in the clinical literature, few efforts have been invested to develop computer-assisted solutions for HS assessment. The objective of this paper is to investigate the automatic analysis of liver texture with machine learning algorithms to automate the HS assessment process and offer support for the surgeon decision process. Forty RGB images of forty different donors were analyzed. The images were captured with an RGB smartphone camera in the operating room (OR). Twenty images refer to livers that were accepted and 20 to discarded livers. Fifteen randomly selected liver patches were extracted from each image. Patch size was [Formula: see text]. This way, a balanced dataset of 600 patches was obtained. Intensity-based features (INT), histogram of local binary pattern ([Formula: see text]), and gray-level co-occurrence matrix ([Formula: see text]) were investigated. Blood-sample features (Blo) were included in the analysis, too. Supervised and semisupervised learning approaches were investigated for feature classification. The leave-one-patient-out cross-validation was performed to estimate the classification performance. With the best-performing feature set ([Formula: see text]) and semisupervised learning, the achieved classification sensitivity, specificity, and accuracy were 95, 81, and 88%, respectively. This research represents the first attempt to use machine learning and automatic texture analysis of RGB images from ubiquitous smartphone

Resident Self-Assessment and Learning Goal Development: Evaluation of Resident-Reported Competence and Future Goals.

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Li, Su-Ting T; Paterniti, Debora A; Tancredi, Daniel J; Burke, Ann E; Trimm, R Franklin; Guillot, Ann; Guralnick, Susan; Mahan, John D

2015-01-01

To determine incidence of learning goals by competency area and to assess which goals fall into competency areas with lower self-assessment scores. Cross-sectional analysis of existing deidentified American Academy of Pediatrics' PediaLink individualized learning plan data for the academic year 2009-2010. Residents self-assessed competencies in the 6 Accreditation Council for Graduate Medical Education (ACGME) competency areas and wrote learning goals. Textual responses for goals were mapped to 6 ACGME competency areas, future practice, or personal attributes. Adjusted mean differences and associations were estimated using multiple linear and logistic regression. A total of 2254 residents reported 6078 goals. Residents self-assessed their systems-based practice (51.8) and medical knowledge (53.0) competencies lowest and professionalism (68.9) and interpersonal and communication skills (62.2) highest. Residents were most likely to identify goals involving medical knowledge (70.5%) and patient care (50.5%) and least likely to write goals on systems-based practice (11.0%) and professionalism (6.9%). In logistic regression analysis adjusting for postgraduate year (PGY), gender, and degree type (MD/DO), resident-reported goal area showed no association with the learner's relative self-assessment score for that competency area. In the conditional logistic regression analysis, with each learner serving as his or her own control, senior residents (PGY2/3+s) who rated themselves relatively lower in a competency area were more likely to write a learning goal in that area than were PGY1s. Senior residents appear to develop better skills and/or motivation to explicitly turn self-assessed learning gaps into learning goals, suggesting that individualized learning plans may help improve self-regulated learning during residency. Copyright © 2015 Academic Pediatric Association. Published by Elsevier Inc. All rights reserved.

The implementation of portfolio assessment by the educators on the mathematics learning process in senior high school

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Lestariani, Ida; Sujadi, Imam; Pramudya, Ikrar

2018-05-01

Portfolio assessment can shows the development of the ability of learners in a period through the work so that can be seen progress monitored learning of each learner. The purpose of research to describe and know the implementation of portfolio assessment on the mathematics learning process with the Senior High school math teacher class X as the subject because of the importance of applying the assessment for the progress of learning outcomes of learners. This research includes descriptive qualitative research type. Techniques of data collecting is done by observation method, interview and documentation. Data collection then validated using triangulation technique that is observation technique, interview and documentation. Data analysis technique is done by data reduction, data presentation and conclusion. The results showed that the steps taken by teachers in applying portfolio assessment obtained focused on learning outcomes. Student learning outcomes include homework and daily tests. Based on the results of research can be concluded that the implementation of portfolio assessment is the form of learning results are scored. Teachers have not yet implemented other portfolio assessment techniques such as student work.

Promoting Prospective Elementary Teachers' Learning to Use Formative Assessment for Life Science Instruction

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Sabel, Jaime L.; Forbes, Cory T.; Zangori, Laura

2015-06-01

To support elementary students' learning of core, standards-based life science concepts highlighted in the Next Generation Science Standards, prospective elementary teachers should develop an understanding of life science concepts and learn to apply their content knowledge in instructional practice to craft elementary science learning environments grounded in students' thinking. To do so, teachers must learn to use high-leverage instructional practices, such as formative assessment, to engage students in scientific practices and connect instruction to students' ideas. However, teachers may not understand formative assessment or possess sufficient science content knowledge to effectively engage in related instructional practices. To address these needs, we developed and conducted research within an innovative course for preservice elementary teachers built upon two pillars—life science concepts and formative assessment. An embedded mixed methods study was used to evaluate the effect of the intervention on preservice teachers' (n = 49) content knowledge and ability to engage in formative assessment practices for science. Findings showed that increased life content knowledge over the semester helped preservice teachers engage more productively in anticipating and evaluating students' ideas, but not in identifying effective instructional strategies to respond to those ideas.

Learning Receptive Fields and Quality Lookups for Blind Quality Assessment of Stereoscopic Images.

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Shao, Feng; Lin, Weisi; Wang, Shanshan; Jiang, Gangyi; Yu, Mei; Dai, Qionghai

2016-03-01

Blind quality assessment of 3D images encounters more new challenges than its 2D counterparts. In this paper, we propose a blind quality assessment for stereoscopic images by learning the characteristics of receptive fields (RFs) from perspective of dictionary learning, and constructing quality lookups to replace human opinion scores without performance loss. The important feature of the proposed method is that we do not need a large set of samples of distorted stereoscopic images and the corresponding human opinion scores to learn a regression model. To be more specific, in the training phase, we learn local RFs (LRFs) and global RFs (GRFs) from the reference and distorted stereoscopic images, respectively, and construct their corresponding local quality lookups (LQLs) and global quality lookups (GQLs). In the testing phase, blind quality pooling can be easily achieved by searching optimal GRF and LRF indexes from the learnt LQLs and GQLs, and the quality score is obtained by combining the LRF and GRF indexes together. Experimental results on three publicly 3D image quality assessment databases demonstrate that in comparison with the existing methods, the devised algorithm achieves high consistent alignment with subjective assessment.

Teaching and Assessing Ethics as a Learning Objective: One School's Journey

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Templin, Carl R.; Christensen, David

2009-01-01

This paper reports the results of a ten-year effort to establish ethics as a learning objective for all business students, to assess the effectiveness in achieving that learning objective and to incorporate ethical conduct as a part of the school's organizational culture. First, it addresses the importance of ethics instruction for all business…

Design Students Perspectives on Assessment Rubric in Studio-Based Learning

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Eshun, Eric F.; Osei-Poku, Patrick

2013-01-01

This study examined students' perspectives on the use of assessment criteria and rubrics in graphic design studio at Kwame Nkrumah University of Science and Technology, Ghana. This assessment strategy was introduced with the desire to improve students' participation and involvement in studio-based learning programme. At the end of the semester, a…

ASSESSMENT OF E-LEARNING NEEDS AMONG STUDENTS OF COLLEGES OF EDUCATION

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Hamid Mohammad AZIMI

2013-10-01

Full Text Available This study is a descriptive and survey type work. Main objective of this research is to explore e-learning system components needs among students of colleges of education (one year Bachelor of Education or B.Ed. degree programme affiliated by University of Mysore, India. Needs assessment is one of the main investigative tools used by institutions to the identification of actual needs, gaps, and hidden parts in the system and other activities. Through a comprehensive needs assessment process, an institution can establish its e-learning goals. Based on this view, a researcher made questionnaire was designed and validated by experts in teacher education, ICT and e-learning field. For reliability of the tool a pilot test was carried and the Alpha Cronbach value found .8980 and classified as having acceptable. Researcher tried to find out the most high and the lowest ranks in needs of students. Also gender, type of institutions on dependency to government financial aids, types of learning subjects as background variables were studied.

Evaluating the Student Learning Outcomes Assessment Process in Undergraduate Parks and Recreation Academic Programs

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Ross, Craig M.; Young, Sarah J.; Sturts, Jill R.

2012-01-01

Institutions of higher education are increasingly being held more accountable for assessing student learning both in and out of their classrooms along with reporting results to their stakeholders. The purpose of this study, which examined assessment of student learning outcomes in undergraduate park and recreation academic programs, was two-fold:…

eABLE: Embedding Social Media in Academic Curriculum as a Learning and Assessment Strategy to Enhance Students Learning and E-Professionalism

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Megele, Claudia

2015-01-01

This paper outlines the redesign of an MSc module to enhance students' engagement and learning through embedding social media technologies into the academic curriculum as a learning and assessment strategy, and in a complementary manner that facilitated and enhanced the achievement of the module's learning outcomes. This paper describes the…

A Methodology for the Assessment of Experiential Learning Lean: The Lean Experience Factory Study

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De Zan, Giovanni; De Toni, Alberto Felice; Fornasier, Andrea; Battistella, Cinzia

2015-01-01

Purpose: The purpose of this paper is to present a methodology to assess the experiential learning processes of learning lean in an innovative learning environment: the lean model factories. Design/methodology/approach: A literature review on learning and lean management literatures was carried out to design the methodology. Then, a case study…

Improved Extreme Learning Machine and Its Application in Image Quality Assessment

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Li Mao

2014-01-01

Full Text Available Extreme learning machine (ELM is a new class of single-hidden layer feedforward neural network (SLFN, which is simple in theory and fast in implementation. Zong et al. propose a weighted extreme learning machine for learning data with imbalanced class distribution, which maintains the advantages from original ELM. However, the current reported ELM and its improved version are only based on the empirical risk minimization principle, which may suffer from overfitting. To solve the overfitting troubles, in this paper, we incorporate the structural risk minimization principle into the (weighted ELM, and propose a modified (weighted extreme learning machine (M-ELM and M-WELM. Experimental results show that our proposed M-WELM outperforms the current reported extreme learning machine algorithm in image quality assessment.

Formative assessment and learning analytics

NARCIS (Netherlands)

Tempelaar, D.T.; Heck, A.; Cuypers, H.; van der Kooij, H.; van de Vrie, E.; Suthers, D.; Verbert, K.; Duval, E.; Ochoa, X.

2013-01-01

Learning analytics seeks to enhance the learning process through systematic measurements of learning related data, and informing learners and teachers of the results of these measurements, so as to support the control of the learning process. Learning analytics has various sources of information,

Mobile Virtual Learning Object for the Assessment of Acute Pain as a Learning Tool to Assess Acute Pain in Nursing: An Analysis of the Mental Workload.

Science.gov (United States)

Alvarez, Ana Graziela; Sasso, Grace; Iyengar, Sriram

2015-11-06

The inclusion of new technologies in education has motivated the development of studies on mental workload. These technologies are now being used in the teaching and learning process. The analysis enables identification of factors intervening in this workload as well as planning of overload prevention for educational activities using these technologies. To analyze the mental workload of an educational intervention with the Mobile Virtual Learning Object for the Assessment of Acute Pain in adults and newborns, according to the NASA Task Load Index criteria. A methodological study with data collected from 5 nurses and 75 students, from November of 2013 to February of 2014. The highest students' and specialists' means were in the dimensions of "Mental demand" (57.20 ± 22.27; 51 ± 29.45) and "Performance" (58.47 ± 24.19; 73 ± 28.85). The specialists' mental workload index was higher (50.20 ± 7.28) when compared with students' (47.87 ± 16.85) on a scale from 0 to 100 (P=.557). The instrument allowed for the assessment of mental workload after an online educational intervention with a mobile learning virtual object. An excessive overload was not identified among participants. Assessing mental workload from the use of educational technologies at the end of a task is a key to their applicability, with the aim of providing a more effective, stimulating, and long-lasting experience of the learning process.

Negotiating the use of formative assessment for learning in an era of accountability testing

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Yin, Xinying

The purpose of this collaborative action research was to understand how science educators can negotiate the tension between integrating formative assessment (FA) for students' learning and meeting the need for standardized summative assessment (testing) from a critical perspective. Using formative assessment in the era of accountability testing was a process in which the science educators identified the ways that the standardized testing system constrained the teacher's use of FA to improve students' learning, sought solutions to overcome the obstacles and came to understand how FA can be utilized to neutralize the power relationship between the institutional requirement and classroom teaching and learning. The challenge of doing FA under the pressure of standardized testing mainly lie in two dimensions: one was the demand of teaching all the desired standard-based content to all students in a limited amount of time and the sufficient time and flexibility required by doing FA to improve students' understanding, the other was the different levels of knowledge and forms of knowledge representation on FA and tests. The negotiation of doing FA for teaching standards and preparing students for tests entailed six aspects for the collaborative team, including clarifying teaching objectives, reconstructing instructional activities, negotiating with time constraints, designing effective FA activities, attending to students' needs in doing FA, and modifying end-of-unit tests to better assess the learning goals. As the teacher's instructional goals evolved to be more focused on conceptual understanding of standards and more thorough understanding for less activities, she perceived doing FA for learning and preparing students for standardized tests as more congruent. By integrating both divergent and convergent FA into instruction as well as modifying tests to be more aligned with standards, students' learning were enhanced and they were also being prepared for tests. This

[Advantages and Application Prospects of Deep Learning in Image Recognition and Bone Age Assessment].

Science.gov (United States)

Hu, T H; Wan, L; Liu, T A; Wang, M W; Chen, T; Wang, Y H

2017-12-01

Deep learning and neural network models have been new research directions and hot issues in the fields of machine learning and artificial intelligence in recent years. Deep learning has made a breakthrough in the applications of image and speech recognitions, and also has been extensively used in the fields of face recognition and information retrieval because of its special superiority. Bone X-ray images express different variations in black-white-gray gradations, which have image features of black and white contrasts and level differences. Based on these advantages of deep learning in image recognition, we combine it with the research of bone age assessment to provide basic datum for constructing a forensic automatic system of bone age assessment. This paper reviews the basic concept and network architectures of deep learning, and describes its recent research progress on image recognition in different research fields at home and abroad, and explores its advantages and application prospects in bone age assessment. Copyright© by the Editorial Department of Journal of Forensic Medicine.

Combining Machine Learning and Natural Language Processing to Assess Literary Text Comprehension

Science.gov (United States)

Balyan, Renu; McCarthy, Kathryn S.; McNamara, Danielle S.

2017-01-01

This study examined how machine learning and natural language processing (NLP) techniques can be leveraged to assess the interpretive behavior that is required for successful literary text comprehension. We compared the accuracy of seven different machine learning classification algorithms in predicting human ratings of student essays about…

Assessment of the Vocabulary Learning and Strategies Used by Teacher Education Students

Directory of Open Access Journals (Sweden)

Esperanza F. Carranza

2015-05-01

Full Text Available One way to assess a person’s communicative competence is through his ability to express his thoughts and ideas in appropriate words and meaningful sentences. Vocabulary learning then is critical to learning a language – be it the first, second or even foreign. However, test results, daily communication and English proficiency exams show that students have difficulty in learning vocabulary. This descriptive-evaluative study assessed the vocabulary learning and the strategies used along context clues, word analysis and dictionary skills of the 100 randomly selected second-year education students of the Sorsogon State College. The study utilized survey-questionnaire, teacher- made test and unstructured interview in gathering data. The study revealed that most of the Bachelor of Elementary Education (BEED and Bachelor of Secondary Education (BSED students oftentimes used strategies in learning vocabulary such as reading books and other materials, looking for clues in sentences and use the dictionary to unlock the unfamiliar words. The students attained nearly competent vocabulary performance along context clues, word analysis and dictionary skills. The context clues and word analysis skills are significantly related to the use of learning strategies when tested at 0.05 level. The developed vocabulary module to enhance the skills of the students can be validated and utilized for instruction.

Assessing the Learning Path Specification: a Pragmatic Quality Approach

NARCIS (Netherlands)

Janssen, José; Berlanga, Adriana; Heyenrath, Stef; Martens, Harrie; Vogten, Hubert; Finders, Anton; Herder, Eelco; Hermans, Henry; Melero, Javier; Schaeps, Leon; Koper, Rob

2010-01-01

Janssen, J., Berlanga, A. J., Heyenrath, S., Martens, H., Vogten, H., Finders, A., Herder, E., Hermans, H., Melero Gallardo, J., Schaeps, L., & Koper, R. (2010). Assessing the Learning Path Specification: a Pragmatic Quality Approach. Journal of Universal Computer Science, 16(21), 3191-3209.

Learning Safety Assessment from Accidents in a University Environment

OpenAIRE

Jensen, Niels; Jørgensen, Sten Bay

2013-01-01

This contribution describes how a chemical engineering department started learning from accidents during experimental work and ended up implementing an industrially inspired system for risk assessment of new and existing experimental setups as well as a system for assessing potential risk from the chemicals used in the experimental work. These experiences have led to recent developments which focus increasingly on the a theoretical basis for modeling and reasoning on safety as well as operati...

Achieving Our Potential: An Action Plan for Prior Learning Assessment and Recognition (PLAR) in Canada

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Morrissey, Mary; Myers, Douglas; Belanger, Paul; Robitaille, Magali; Davison, Phil; Van Kleef, Joy; Williams, Rick

2008-01-01

This comprehensive publication assesses the status of prior learning assessment and recognition (PLAR) across Canada and offers insights and recommendations into the processes necessary for employers, post-secondary institutions and government to recognize and value experiential and informal learning. Acknowledging economic trends in Canada's job…

Towards effective outcomes in teaching, learning and assessment of law in medical education.

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Preston-Shoot, Michael; McKimm, Judy

2011-04-01

Law is slowly emerging as a core subject area in medical education, alongside content on the ethical responsibilities of doctors to protect and promote patient health and well-being. Curriculum statements have begun to advise on core content and methods for organising teaching and assessment. However, no comprehensive overview of approaches to the delivery of this law curriculum has been undertaken. This paper reports an assessment of the nature and strength of the published evidence base for the teaching, learning and assessment of law in medical education. It also provides a thematic content overview from the best available literature on the teaching of law to medical students and on the assessment of their legal knowledge and skills. A systematic review of the evidence base was completed. Detailed scrutiny resulted in the inclusion of 31 empirical sources and 11 conceptual papers. The quality of the included material was assessed. Significant gaps exist in the evidence base. Empirical studies of the teaching of law are characterised by insufficient sample sizes and a focus on individual study programmes. They rely on measures of student satisfaction and on evaluating short-term outcomes rather than assessing whether knowledge is retained and whether learning impacts on patient outcomes. Studies reveal a lack of coordination between pre- or non-clinical and clinical medico-legal education. Although evidence on the development of students' knowledge is available, much learning is distant from the practice in which its application would be tested. Law learning in clinical placements appears to be opportunistic rather than structured. The place of law in the curriculum remains uncertain and should be more clearly identified. A more robust knowledge base is needed to realise the aspirations behind curriculum statements on law and to enable medical students to develop sufficient legal literacy to manage challenging practice encounters. Further research is needed into

Language Assessment of Latino English Learning Children: A Records Abstraction Study

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Kraemer, Robert; Fabiano-Smith, Leah

2017-01-01

The researchers examined how speech-language pathologists (SLPs) in a small northern California school district assessed Spanish speaking English learning (EL) Latino children suspected of language impairments. Specifically we sought to (1) determine whether SLPs adhered to federal, state, and professional guidelines during initial assessments and…

Workplace-based assessment and students' approaches to learning: a qualitative inquiry

NARCIS (Netherlands)

Al-Kadri, H.M.; Al-Kadi, M.T.; Vleuten, C.P.M. van der

2013-01-01

BACKGROUND: We have performed this research to assess the effect of work-place based assessment (WBA) practice on medical students' learning approaches. METHODS: The research was conducted at the King Saud bin Abdulaziz University for Health Sciences, College of Medicine from 1 March to 31 July

Assessing learning outcomes and cost effectiveness of an online sleep curriculum for medical students.

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Bandla, Hari; Franco, Rose A; Simpson, Deborah; Brennan, Kimberly; McKanry, Jennifer; Bragg, Dawn

2012-08-15

Sleep disorders are highly prevalent across all age groups but often remain undiagnosed and untreated, resulting in significant health consequences. To overcome an inadequacy of available curricula and learner and instructor time constraints, this study sought to determine if an online sleep medicine curriculum would achieve equivalent learner outcomes when compared with traditional, classroom-based, face-to-face instruction at equivalent costs. Medical students rotating on a required clinical clerkship received instruction in 4 core clinical sleep-medicine competency domains in 1 of 2 delivery formats: a single 2.5-hour face-to-face workshop or 4 asynchronous e-learning modules. Immediate learning outcomes were assessed in a subsequent clerkship using a multiple-choice examination and standardized patient station, with long-term outcomes assessed through analysis of students' patient write-ups for inclusion of sleep complaints and diagnoses before and after the intervention. Instructional costs by delivery format were tracked. Descriptive and inferential statistical analyses compared learning outcomes and costs by instructional delivery method (face-to-face versus e-learning). Face-to-face learners, compared with online learners, were more satisfied with instruction. Learning outcomes (i.e., multiple-choice examination, standardized patient encounter, patient write-up), as measured by short-term and long-term assessments, were roughly equivalent. Design, delivery, and learner-assessment costs by format were equivalent at the end of 1 year, due to higher ongoing teaching costs associated with face-to-face learning offsetting online development and delivery costs. Because short-term and long-term learner performance outcomes were roughly equivalent, based on delivery method, the cost effectiveness of online learning is an economically and educationally viable instruction platform for clinical clerkships.

Comparison of plant-specific probabilistic safety assessments and lessons learned

International Nuclear Information System (INIS)

Balfanz, H.P.; Berg, H.P.; Steininger, U.

2001-01-01

Probabilistic safety assessments (PSA) have been performed for all German nuclear power plants in operation. These assessments are mainly based on the recent German PSA guide and an earlier draft, respectively. However, comparison of these PSA show differences in the results which are discussed in this paper. Lessons learned from this comparison and further development of the PSA methodology are described. (orig.) [de

A Multipurpose Interactive System for Promoting and Assessing the Learning of Physics

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Picciarelli, Vittorio; Selvaggi, Giovanna; Stella, Rosa

2013-01-01

This paper presents an interactive system designed to facilitate the effective management of both knowledge consolidation and (self-)assessment of the progress made in the learning of physics by upper secondary school students. Via a specific multiple-choice test database, the system proposes several learning paths designed and implemented in an…

Assessing the Role of Mobile Technologies and Distance Learning in Higher Education

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Ordóñez de Pablos, Patricia, Ed.; Tennyson, Robert D., Ed.; Lytras, Miltiadis D., Ed.

2015-01-01

In recent years, the use of information technologies, mobile devices, and social media, along with the evolving needs of students, professionals, and academics, has grown rapidly. New ways of bringing learning content to students, new learning environments, and new teaching practices are necessary to keep up with these changes. "Assessing the…

Beyond Student Learning Outcomes: Developing Comprehensive, Strategic Assessment Plans for Advising Programmes

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McClellan, Jeffrey L.

2011-01-01

This article argues that while the importance of assessment in academic advising is clear and the current emphasis on defining and measuring student learning outcomes represents an essential component of any comprehensive advising assessment plan, an even more comprehensive understanding of programme assessment is needed. Drawing upon business…

Improving mathematical problem solving ability through problem-based learning and authentic assessment for the students of Bali State Polytechnic

Science.gov (United States)

Darma, I. K.

2018-01-01

This research is aimed at determining: 1) the differences of mathematical problem solving ability between the students facilitated with problem-based learning model and conventional learning model, 2) the differences of mathematical problem solving ability between the students facilitated with authentic and conventional assessment model, and 3) interaction effect between learning and assessment model on mathematical problem solving. The research was conducted in Bali State Polytechnic, using the 2x2 experiment factorial design. The samples of this research were 110 students. The data were collected using a theoretically and empirically-validated test. Instruments were validated by using Aiken’s approach of technique content validity and item analysis, and then analyzed using anova stylistic. The result of the analysis shows that the students facilitated with problem-based learning and authentic assessment models get the highest score average compared to the other students, both in the concept understanding and mathematical problem solving. The result of hypothesis test shows that, significantly: 1) there is difference of mathematical problem solving ability between the students facilitated with problem-based learning model and conventional learning model, 2) there is difference of mathematical problem solving ability between the students facilitated with authentic assessment model and conventional assessment model, and 3) there is interaction effect between learning model and assessment model on mathematical problem solving. In order to improve the effectiveness of mathematics learning, collaboration between problem-based learning model and authentic assessment model can be considered as one of learning models in class.

Analysis of conjugated linoleic acid and trans 18:1 isomers in synthetic and animal products.

Science.gov (United States)

Kramer, John K G; Cruz-Hernandez, Cristina; Deng, Zeyuan; Zhou, Jianqiang; Jahreis, Gerhard; Dugan, Michael E R

2004-06-01

The chemistry of conjugated fatty acids, specifically octadecadienoic acids (18:2; commonly referred to as conjugated linoleic acid, or CLA), has provided many challenges to lipid analysts because of their unique physical properties and the many possible positional and geometric isomers. After the acid-labile properties of CLAs during analytic procedures were overcome, it became evident that natural products, specifically dairy fats, contain one dominant (c9,t11-CLA), 3 intermediate (t7,c9-, t9,c11-, and t11,c13-CLA), and up to 20 more minor CLA isomers. The best analytic techniques to date include a combination of gas chromatography that uses 100-m highly polar capillary columns, silver ion-HPLC, and a combination of silver ion-thin-layer chromatography and gas chromatography to analyze the CLA and trans 18:1 isomers, because some of them serve as precursors of CLA in biological systems. These analytic techniques have assisted commercial suppliers to prepare pure CLA isomers and have permitted the evaluation of individual CLA isomers for their nutritional and biological activity in animal and human systems. It is increasingly evident that different CLA isomers have distinctly different physiologic and biochemical properties. These techniques are essential to evaluate dairy fats for their CLA content, to design experimental diets to increase the amount of CLA in dairy fats, and to determine the CLA profile in these CLA-enriched dairy fats. These improved techniques are used to evaluate the CLA profile in pork products from pigs fed different commercial CLA mixtures.

Assessing Cognitive Load Theory to Improve Student Learning for Mechanical Engineers

Science.gov (United States)

Impelluso, Thomas J.

2009-01-01

A computer programming class for students of mechanical engineering was redesigned and assessed: Cognitive Load Theory was used to redesign the content; online technologies were used to redesign the delivery. Student learning improved and the dropout rate was reduced. This article reports on both attitudinal and objective assessment: comparing…

Comprehensive, Mixed-Methods Assessment of a Blended Learning Model for Geospatial Literacy Instruction

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Brodeur, J. J.; Maclachlan, J. C.; Bagg, J.; Chiappetta-Swanson, C.; Vine, M. M.; Vajoczki, S.

2013-12-01

Geospatial literacy -- the ability to conceptualize, capture, analyze and communicate spatial phenomena -- represents an important competency for 21st Century learners in a period of 'Geospatial Revolution'. Though relevant to in-course learning, these skills are often taught externally, placing time and resource pressures on the service providers - commonly libraries - that are relied upon to provide instruction. The emergence of online and blended modes of instruction has presented a potential means of increasing the cost-effectiveness of such activities, by simultaneously reducing instructional costs, expanding the audience for these resources, and addressing student preferences for asynchronous learning and '24-7' access. During 2011 and 2012, McMaster University Library coordinated the development, implementation and assessment of blended learning modules for geospatial literacy instruction in first-year undergraduate Social Science courses. In this paper, we present the results of a comprehensive mixed-methods approach to assess the efficacy of implementing blended learning modules to replace traditional (face-to-face), library-led, first-year undergraduate geospatial literacy instruction. Focus groups, personal interviews and an online survey were used to assess modules across dimensions of: student use, satisfaction and accessibility requirements (via Universal Instructional Design [UID] principles); instructor and teaching staff perception of pedagogical efficacy and instructional effectiveness; and, administrator cost-benefit assessment of development and implementation. Results showed that both instructors and students identified significant value in using the online modules in a blended-learning setting. Reaffirming assumptions of students' '24/7' learning preferences, over 80% of students reported using the modules on a repeat basis. Students were more likely to use the modules to better understand course content than simply to increase their grade in

Learning theories and tools for the assessment of core nursing competencies in simulation: A theoretical review.

Science.gov (United States)

Lavoie, Patrick; Michaud, Cécile; Bélisle, Marilou; Boyer, Louise; Gosselin, Émilie; Grondin, Myrian; Larue, Caroline; Lavoie, Stéphan; Pepin, Jacinthe

2018-02-01

To identify the theories used to explain learning in simulation and to examine how these theories guided the assessment of learning outcomes related to core competencies in undergraduate nursing students. Nurse educators face the challenge of making explicit the outcomes of competency-based education, especially when competencies are conceptualized as holistic and context dependent. Theoretical review. Research papers (N = 182) published between 1999-2015 describing simulation in nursing education. Two members of the research team extracted data from the papers, including theories used to explain how simulation could engender learning and tools used to assess simulation outcomes. Contingency tables were created to examine the associations between theories, outcomes and tools. Some papers (N = 79) did not provide an explicit theory. The 103 remaining papers identified one or more learning or teaching theories; the most frequent were the National League for Nursing/Jeffries Simulation Framework, Kolb's theory of experiential learning and Bandura's social cognitive theory and concept of self-efficacy. Students' perceptions of simulation, knowledge and self-confidence were the most frequently assessed, mainly via scales designed for the study where they were used. Core competencies were mostly assessed with an observational approach. This review highlighted the fact that few studies examined the use of simulation in nursing education through learning theories and via assessment of core competencies. It also identified observational tools used to assess competencies in action, as holistic and context-dependent constructs. © 2017 John Wiley & Sons Ltd.

Spiral and Project-Based Learning with Peer Assessment in a Computer Science Project Management Course

Science.gov (United States)

Jaime, Arturo; Blanco, José Miguel; Domínguez, César; Sánchez, Ana; Heras, Jónathan; Usandizaga, Imanol

2016-01-01

Different learning methods such as project-based learning, spiral learning and peer assessment have been implemented in science disciplines with different outcomes. This paper presents a proposal for a project management course in the context of a computer science degree. Our proposal combines three well-known methods: project-based learning,…

Teachers’ learning and assessing of mathematical processes with emphasis on representations, reasoning and proof

Directory of Open Access Journals (Sweden)

Satsope Maoto

2018-03-01

Full Text Available This article focuses mainly on two key mathematical processes (representation, and reasoning and proof. Firstly, we observed how teachers learn these processes and subsequently identify what and how to assess learners on the same processes. Secondly, we reviewed one teacher’s attempt to facilitate the learning of the processes in his classroom. Two interrelated questions were pursued: ‘what are the teachers’ challenges in learning mathematical processes?’ and ‘in what ways are teachers’ approaches to learning mathematical processes influencing how they assess their learners on the same processes?’ A case study was undertaken involving 10 high school mathematics teachers who enrolled for an assessment module towards a Bachelor in Education Honours degree in mathematics education. We present an interpretive analysis of two sets of data. The first set consisted of the teachers’ written responses to a pattern searching activity. The second set consisted of a mathematical discourse on matchstick patterns in a Grade 9 class. The overall finding was that teachers rush through forms of representation and focus more on manipulation of numerical representations with a view to deriving symbolic representation. Subsequently, this unidirectional approach limits the scope of assessment of mathematical processes. Interventions with regard to the enhancement of these complex processes should involve teachers’ actual engagements in and reflections on similar learning.

Geriatrics Curricula for Internal and Family Medicine Residents: Assessing Study Quality and Learning Outcomes.

Science.gov (United States)

Cheng, Huai Yong; Davis, Molly

2017-02-01

Prior reviews of geriatrics curricula for internal medicine (IM) and family medicine (FM) residents have not evaluated study quality or assessed learning objectives or specific IM or FM competencies. This review of geriatrics curricula for IM and FM residents seeks to answer 3 questions: (1) What types of learning outcomes were measured? (2) How were learning outcomes measured? and (3) What was the quality of the studies? We evaluated geriatrics curricula that reported learning objectives or competencies, teaching methods, and learning outcomes, and those that used a comparative design. We searched PubMed and 4 other data sets from 2003-2015, and assessed learning outcomes, outcome measures, and the quality of studies using the Medical Education Research Study Quality Instrument (MERSQI) and Best Evidence Medical Education (BEME) methods. Fourteen studies met inclusion criteria. Most curricula were intended for IM residents in the inpatient setting; only 1 was solely dedicated to FM residents. Median duration was 1 month, and minimum geriatrics competencies covered were 4. Learning outcomes ranged from Kirkpatrick levels 1 to 3. Studies that reported effect size showed a considerable impact on attitudes and knowledge, mainly via pretests and posttests. The mean MERSQI score was 10.5 (range, 8.5-13) on a scale of 5 (lowest quality) to 18 (highest quality). Few geriatrics curricula for IM and FM residents that included learning outcome assessments were published recently. Overall, changes in attitudes and knowledge were sizeable, but reporting was limited to low to moderate Kirkpatrick levels. Study quality was moderate.

A Longitudinal Assessment of an Initial Cohort in a Psychology Learning Community

Science.gov (United States)

Buch, Kim; Spaulding, Sue

2008-01-01

Discipline-based learning communities have become a popular strategy for improving student performance and satisfaction. This article describes the goals and features of a university-based, first-year psychology learning community (PLC) implemented in Fall 2003. We also report the results of a longitudinal assessment of the impact of the PLC on…

Evaluation of the Impact of Ruminant Trans Fatty Acids on Human Health: Important Aspects to Consider.

Science.gov (United States)

Kuhnt, Katrin; Degen, Christian; Jahreis, Gerhard

2016-09-09

The definition and evaluation of trans fatty acids (TFA) with regard to foodstuffs and health hazard are not consistent. Based on the current situation, the term should be restricted only to TFA with isolated double bonds in trans-configuration. Conjugated linoleic acids (CLA) should be separately assessed. Ideally, the origin of the consumed fat should be declared, i.e., ruminant TFA (R-TFA) and industrial TFA (non-ruminant; I-TFA). In ruminant fat, more than 50% of R-TFA consists of vaccenic acid (C18:1 t11). In addition, natural CLA, i.e., c9,t11 CLA is also present. Both are elevated in products from organic farming. In contrast to elaidic acid (t9) and t10, which occur mainly in partially hydrogenated industrial fat, t11 is partially metabolized into c9,t11 CLA via Δ9-desaturation. This is the major metabolic criterion used to differentiate between t11 and other trans C18:1. t11 indicates health beneficial effects in several studies. Moreover, CLA in milk fat is associated with the prevention of allergy and asthma. An analysis of the few studies relating to R-TFA alone makes clear that no convincing adverse physiological effect can be attributed to R-TFA. Only extremely high R-TFA intakes cause negative change in blood lipids. In conclusion, in most European countries, the intake of R-TFA is assessed as being low to moderate. Restriction of R-TFA would unjustifiably represent a disadvantage for organic farming of milk.

Two Years into the Journey: AACSB Assessment of Learning in a "Principles of Marketing" Course

Science.gov (United States)

Clinton, Steven R.; Marco, Gayle; Chu, Yun

2009-01-01

Using a "Principles of Marketing" course, the authors demonstrate how compliance with AACSB standards and assessment of learning has been undertaken at Robert Morris University over a two-year period. Learning goals and objectives are tied to a specific assessment instrument to provide an illustration of how broad conceptual ideas are…

Revolution, Evolution or a Trojan Horse? Piloting Assessment for Learning in Some Scottish Primary Schools

Science.gov (United States)

Kirton, Alison; Hallam, Susan; Peffers, Jack; Robertson, Pamela; Stobart, Gordon

2007-01-01

This article analyses some of the findings of an evaluation of Project One of the "Assessment is for Learning" Development Programme in 16 Scottish primary schools and two junior high schools in which teachers developed formative assessment strategies aimed at improving teaching and learning. Drawing on data from pupils, teachers and…

The relationship between assessment methods and self-directed learning readiness in medical education.

Science.gov (United States)

Monroe, Katherine S

2016-03-11

This research explored the assessment of self-directed learning readiness within the comprehensive evaluation of medical students' knowledge and skills and the extent to which several variables predicted participants' self-directed learning readiness prior to their graduation. Five metrics for evaluating medical students were considered in a multiple regression analysis. Fourth-year medical students at a competitive US medical school received an informed consent and an online survey. Participants voluntarily completed a self-directed learning readiness scale that assessed four subsets of self-directed learning readiness and consented to the release of their academic records. The assortment of metrics considered in this study only vaguely captured students' self-directedness. The strongest predictors were faculty evaluations of students' performance on clerkship rotations. Specific clerkship grades were mildly predictive of three subscales. The Pediatrics clerkship modestly predicted critical self-evaluation (r=-.30, p=.01) and the Psychiatry clerkship mildly predicted learning self-efficacy (r =-.30, p=.01), while the Junior Surgery clerkship nominally correlated with participants' effective organization for learning (r=.21, p=.05). Other metrics examined did not contribute to predicting participants' readiness for self-directed learning. Given individual differences among participants for the variables considered, no combination of students' grades and/or test scores overwhelmingly predicted their aptitude for self-directed learning. Considering the importance of fostering medical students' self-directed learning skills, schools need a reliable and pragmatic approach to measure them. This data analysis, however, offered no clear-cut way of documenting students' self-directed learning readiness based on the evaluation metrics included.

Article Commentary: Group Learning Assessments as a Vital Consideration in the Implementation of New Peer Learning Pedagogies in the Basic Science Curriculum of Health Profession Programs

Directory of Open Access Journals (Sweden)

Charlotte L. Briggs

2016-01-01

Full Text Available Inspired by reports of successful outcomes in health profession education literature, peer learning has progressively grown to become a fundamental characteristic of health profession curricula. Many studies, however, are anecdotal or philosophical in nature, particularly when addressing the effectiveness of assessments in the context of peer learning. This commentary provides an overview of the rationale for using group assessments in the basic sciences curriculum of health profession programs and highlights the challenges associated with implementing group assessments in this context. The dearth of appropriate means for measuring group process suggests that professional collaboration competencies need to be more clearly defined. Peer learning educators are advised to enhance their understanding of social psychological research in order to implement best practices in the development of appropriate group assessments for peer learning.

Towards Professionalism in Music: Self-assessed Learning Strategies of Conservatory Music Students

Directory of Open Access Journals (Sweden)

Esa Virkkula

2017-09-01

Full Text Available One of the current spearhead projects in Finnish education is learning to learn. Learning strategies have been examined from a variety of perspectives. They are policies that either promote or hinder learning. They are any behaviours or thoughts that facilitate encoding in such a way that knowledge integration and retrieval are enhanced. Strategies can be practiced and learnt. Direct and indirect learning strategies formed the model of defining music students’ self-assessed learning habits in this research. The strategies dealt with here are memory, cognitive, compensation, metacognitive, affective and social strategies. Critical thinking strategies as well as deep and surface learning strategies were also observed. In this paper, a theoretical background and methodological solutions will first be presented. A significant finding comes from cross-professional collaboration of students, teachers, and professionals during the research period: it enhanced the use of strategies. Another finding, the profitable use of the workshop method, can be adopted by other fields of learning and make processes flexible and fruitful.

Ecologically relevant neurobehavioral assessment of the development of threat learning

Science.gov (United States)

Mouly, Anne-Marie

2016-01-01

As altricial infants gradually transition to adults, their proximate environment changes. In three short weeks, pups transition from a small world with the caregiver and siblings to a complex milieu rich in dangers as their environment expands. Such contrasting environments require different learning abilities and lead to distinct responses throughout development. Here, we will review some of the learned fear conditioned responses to threats in rats during their ontogeny, including behavioral and physiological measures that permit the assessment of learning and its supporting neurobiology from infancy through adulthood. In adulthood, odor–shock conditioning produces robust fear learning to the odor that depends upon the amygdala and related circuitry. Paradoxically, this conditioning in young pups fails to support fear learning and supports approach learning to the odor previously paired with shock. This approach learning is mediated by the infant attachment network that does not include the amygdala. During the age range when pups transition from the infant to the adult circuit (10–15 d old), pups have access to both networks: odor–shock conditioning in maternal presence uses the attachment circuit but the adult amygdala-dependent circuit when alone. However, throughout development (as young as 5 d old) the attachment associated learning can be overridden and amygdala-dependent fear learning supported, if the mother expresses fear in the presence of the pup. This social modulation of the fear permits the expression of defense reactions in life threatening situations informed by the caregiver but prevents the learning of the caregiver itself as a threat. PMID:27634146

20 Years of Technology and Language Assessment in "Language Learning & Technology"

Science.gov (United States)

Chapelle, Carol A.; Voss, Erik

2016-01-01

This review article provides an analysis of the research from the last two decades on the theme of technology and second language assessment. Based on an examination of the assessment scholarship published in "Language Learning & Technology" since its launch in 1997, we analyzed the review articles, research articles, book reviews,…

Relations between student perceptions of assessment authenticity, study approaches and learning outcome

NARCIS (Netherlands)

Gulikers, J.T.M.; Bastiaens, Th.J.; Kirschner, P.A.; Kester, L.

2006-01-01

This article examines the relationships between perceptions of authenticity and alignment on study approach and learning outcome. Senior students of a vocational training program performed an authentic assessment and filled in a questionnaire about the authenticity of various assessment

The formation and development of corporate culture of learning organization: efficiency assessment

Directory of Open Access Journals (Sweden)

T. O. Tolstykh

2017-01-01

Full Text Available In modern conditions of digitalization of the economy, its integration with the policy society questions of formation and development of corporate culture of the learning organisation are of particular relevance. Digital transformation of business dictates the need for the emergence and development of learning organizations, creating and preserving knowledge. In this situation, the openness of issues of assessment of efficiency of processes of formation and development defines the importance of the proposed research. Corporate culture is regarded by most scholars as the most important internal resource of the organization, able to provide her with stability in a crisis and give impetus to the development and transition to qualitatively different levels of the life cycle. This position assumes that a strong corporate culture should be aimed at building a learning organization, able to quickly adapt to changes in the external and internal environment. This article examines the issue of assessment of efficiency of corporate culture; it is shown that in addition to the empirical, sociological methods and qualitative approach to evaluation, is acceptable investment approach. This option appears when you use the aggregate target-oriented and project management methods, which allows in a systematic manner to carry out the formation and development of corporate culture. The assessment should be subject to software development activities and (or development of the corporate culture of a learning organization. In evidence to draw conclusions on the example of agricultural companies, a calculation of the economic efficiency of the program of formation of corporate culture of a learning organization. Calculation of net discounted income, the net present value of the project, profitability index, project profitability, payback period. This confirms the social and economic effects of the proposed program on the formation of corporate culture of independent

Bladder cancer treatment response assessment using deep learning in CT with transfer learning

Science.gov (United States)

Cha, Kenny H.; Hadjiiski, Lubomir M.; Chan, Heang-Ping; Samala, Ravi K.; Cohan, Richard H.; Caoili, Elaine M.; Paramagul, Chintana; Alva, Ajjai; Weizer, Alon Z.

2017-03-01

We are developing a CAD system for bladder cancer treatment response assessment in CT. We compared the performance of the deep-learning convolution neural network (DL-CNN) using different network sizes, and with and without transfer learning using natural scene images or regions of interest (ROIs) inside and outside the bladder. The DL-CNN was trained to identify responders (T0 disease) and non-responders to chemotherapy. ROIs were extracted from segmented lesions in pre- and post-treatment scans of a patient and paired to generate hybrid pre-post-treatment paired ROIs. The 87 lesions from 82 patients generated 104 temporal lesion pairs and 6,700 pre-post-treatment paired ROIs. Two-fold cross-validation and receiver operating characteristic analysis were performed and the area under the curve (AUC) was calculated for the DL-CNN estimates. The AUCs for prediction of T0 disease after treatment were 0.77+/-0.08 and 0.75+/-0.08, respectively, for the two partitions using DL-CNN without transfer learning and a small network, and were 0.74+/-0.07 and 0.74+/-0.08 with a large network. The AUCs were 0.73+/-0.08 and 0.62+/-0.08 with transfer learning using a small network pre-trained with bladder ROIs. The AUC values were 0.77+/-0.08 and 0.73+/-0.07 using the large network pre-trained with the same bladder ROIs. With transfer learning using the large network pretrained with the Canadian Institute for Advanced Research (CIFAR-10) data set, the AUCs were 0.72+/-0.06 and 0.64+/-0.09, respectively, for the two partitions. None of the differences in the methods reached statistical significance. Our study demonstrated the feasibility of using DL-CNN for the estimation of treatment response in CT. Transfer learning did not improve the treatment response estimation. The DL-CNN performed better when transfer learning with bladder images was used instead of natural scene images.

Work-Engaged Learning: Towards a Paradigm Shift in Assessment

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Yorke, Mantz

2011-01-01

Student engagement with the world of work or voluntary service has become increasingly prominent in higher education curricula as nations and states seek competitive advantage for their economies. Developments in assessment have lagged behind developments in curricula. It is argued that the incorporation of work-engaged learning into curricula…

Validity of Assessment and Recognition of Non-Formal and Informal Learning Achievements in Higher Education

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Kaminskiene, Lina; Stasiunaitiene, Egle

2013-01-01

The article identifies the validity of assessment of non-formal and informal learning achievements (NILA) as one of the key factors for encouraging further development of the process of assessing and recognising non-formal and informal learning achievements in higher education. The authors analyse why the recognition of non-formal and informal…

The Analysis of Physics Learning in Senior High School of Semarang Based on The Scientific Approach and Assessment

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Hardyanti, R. C.; Hartono; Fianti

2018-03-01

Physics Learning in Curriculum of 2013 is closely related to the implementation of scientific approach and authentic assessment in learning. This study aims to analyze the implementation of scientific approaches and authentic assessment in physics learning, as well as to analyze the constraints of scientific approach and authentic assessment in physics learning. The data collection techniques used in this study are questionnaires, observations, interviews, and documentation. The calculation results used are percentage techniques and analyzed by using qualitative descriptive approach. Based on the results of research and discussion, the implementation of physics learning based on the scientific approach goes well with the percentage of 84.60%. Physical learning activity based on authentic assessment also goes well with the percentage of 88%. The results of the percentage of scientific approaches and authentic assessment approaches are less than 100%. It shows that there are obstacles to the implementation of the scientific approach and the constraints of authentic assessment. The obstacles to the implementation of scientific approach include time, heavy load of material, input or ability of learners, the willingness of learners in asking questions, laboratory support, and the ability of students to process data. While the obstacles to the implementation of authentic assessment include the limited time for carrying out of authentic assessment, the components of the criteria in carrying out the authentic assessment, the lack of discipline in administering the administration, the difficulty of changing habits in carrying out the assessment from traditional assessment to the authentic assessment, the obstacle to process the score in accordance with the format Curriculum of 2013.

Conjugated Linoleic Triacylglycerols Exhibit Superior Lymphatic Absorption Than Free Conjugate Linoleic Acids and Have Antiobesity Properties.

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Woo, Hyunjoon; Chung, Min-Yu; Kim, Juyeon; Kong, Daecheol; Min, Jinyoung; Choi, Hee-Don; Choi, In-Wook; Kim, In-Hwan; Noh, Sang K; Kim, Byung Hee

2016-05-01

This study aimed to compare lymphatic absorption of conjugated linoleic acids (CLAs) in the triacylglycerol (TAG) or free fatty acid (FFA) form and to examine the antiobesity effects of different doses of CLAs in the TAG form in animals. Conjugated linoleic TAGs (containing 70.3 wt% CLAs; CLA-TAG) were prepared through lipase-catalyzed esterification of glycerol with commercial CLA mixtures (CLA-FFA). Lymphatic absorption of CLA-TAG and CLA-FFA was compared in a rat model of lymphatic cannulation. Greater amounts of cis-9,trans-11 and trans-10,cis-12 CLAs were detected in the collected lymph from a lipid emulsion containing CLA-TAG. This result suggests that CLA-TAG has greater capacity for lymphatic absorption than does CLA-FFA. The antiobesity efficacy of CLA-TAG at different doses was examined in mice with diet-induced obesity. A high-fat diet (HFD) for 12 weeks caused a significant increase in body weight and epididymal and retroperitoneal fat weights, which were significantly decreased by 2% dietary supplementation (w/w) with CLA-TAG. CLA-TAG at 2% significantly attenuated the HFD-induced upregulation of serum TAG, but led to hepatomegaly and exacerbated HFD-induced hypercholesterolemia. CLA-TAG at 1% significantly attenuated upregulation of retroperitoneal fat weight and significantly increased liver weight, which was decreased by the HFD. Nonetheless, the liver weight in group "HFD +1% CLA-TAG" was not significantly different from that of normal diet controls. CLA-TAG at 1% significantly reduced serum TAG levels and did not exacerbate HFD-induced hypercholesterolemia. Thus, 1% dietary supplementation with CLA-TAG reduces retroperitoneal fat weight without apparent hepatomegaly, a known side-effect of CLAs in mouse models of obesity.

Effects That Facebook-Based Online Peer Assessment with Micro-Teaching Videos Can Have on Attitudes toward Peer Assessment and Perceived Learning from Peer Assessment

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Lin, Guan-Yu

2016-01-01

The present study investigates the effects that Facebook-based online peer assessment with micro-teaching videos can have on attitudes toward peer assessment and perceived learning from peer assessment. The study recruited a sample of 31 university students who were enrolled in a teacher-training course. Using assessees' microteaching videos, the…

AMEE Guide 32: e-Learning in medical education Part 1: Learning, teaching and assessment.

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Ellaway, Rachel; Masters, Ken

2008-06-01

In just a few years, e-learning has become part of the mainstream in medical education. While e-learning means many things to many people, at its heart it is concerned with the educational uses of technology. For the purposes of this guide, we consider the many ways that the information revolution has affected and remediated the practice of healthcare teaching and learning. Deploying new technologies usually introduces tensions, and e-learning is no exception. Some wish to use it merely to perform pre-existing activities more efficiently or faster. Others pursue new ways of thinking and working that the use of such technology affords them. Simultaneously, while education, not technology, is the prime goal (and for healthcare, better patient outcomes), we are also aware that we cannot always predict outcomes. Sometimes, we have to take risks, and 'see what happens.' Serendipity often adds to the excitement of teaching. It certainly adds to the excitement of learning. The use of technology in support of education is not, therefore, a causal or engineered set of practices; rather, it requires creativity and adaptability in response to the specific and changing contexts in which it is used. Medical Education, as with most fields, is grappling with these tensions; the AMEE Guide to e-Learning in Medical Education hopes to help the reader, whether novice or expert, navigate them. This Guide is presented both as an introduction to the novice, and as a resource to more experienced practitioners. It covers a wide range of topics, some in broad outline, and others in more detail. Each section is concluded with a brief 'Take Home Message' which serves as a short summary of the section. The Guide is divided into two parts. The first part introduces the basic concepts of e-learning, e-teaching, and e-assessment, and then focuses on the day-to-day issues of e-learning, looking both at theoretical concepts and practical implementation issues. The second part examines technical

Beyond the Criteria: Evidence of Teacher Learning in a Performance Assessment

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Stewart, Anissa R.; Scalzo, Jennifer N.; Merino, Nicole; Nilsen, Katherine

2015-01-01

U.S. Secretary of Education Arne Duncan (2009) underscored the need for better assessments of the pedagogical skills of new teachers when he identified the efforts of the American Association of Colleges for Teacher Education (AACTE) and its 800 colleges and universities to improve student learning through developing a national assessment of…

A comparison between students' attitudes and their performance regarding the factors influencing learning and exam results

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A Ebrahimi

2009-03-01

Full Text Available Background: Various educational approaches to learning have been proposed. It is, of course, of vital importance to study those that have resulted in effective educational achievements.Purpose: To assess the student's attitudes and performance in order to evaluate educational approaches and identify the variables leading to students gaining good marks.Methods: The subjects of the study were medical students at pathophysiology  phase. A multiple-choice questionnaire was prepared, the reliability and validity of which were confirmed. A paired-sample T­ test was used to compare and analyze  the student's  Basic Sciences Comprehensive  Exam scores in each discipline and their average score during the basic sciences course.Results: With respect to attitudes, the students highly valued the importance of teacher's methodology and mutual  respect, as an influential  factor in Learning. Furthermore, the majority  of the students relied heavily  on their textbooks  as the main source of information  and preferred to study at home, rather than any other places. Most of the students prefer to study in the morning. They believed that mid-term exams, quizzes, and active class participation do not have much effect on learning. However, it was of high importance to them to attend practical claSSfS (labs. With respect to performance, most of the students used lecture notes as the main references, and considered their home as a good place to study and  preferred to study in the morning,  but have  participated  in theoretical  and  practical classes regularly.Conclusion: Most successful students attributed their success to active class participation,  takingmid-term exams, quizzes, and using library. Having analyzed the data, we recommend the authorities to provide more methodology  workshops for teachers,  sufficient  number of textbooks,  expanding  or increasing the number of the reading rooms with essential equipment

Student explanations of their science teachers' assessments, grading practices and how they learn science

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del Carmen Gomez, María

2018-03-01

The current paper draws on data generated through group interviews with students who were involved in a larger ethnographic research project performed in three science classrooms. The purpose of the study from which this data was generated, was to understand science teachers' assessment practices in an upper-secondary school in Sweden. During group interviews students were asked about their conceptions of what were the assessment priority of teachers, why the students were silent during lecturing and their experiences regarding peer- and self-assessments. The research design and analysis of the findings derives from what students told us about their assessments and learning sciences experiences. Students related that besides the results of the written test, they do not know what else teachers assessed and used to determine their grades. It was also found that students did not participate in the discussion on science because of peer-pressure and a fear of disappointing their peers. Student silence is also linked with student conceptions of science learning and student experiences with methodologies of teaching and learning sciences.

Systemic assessment framework of a learning organization's competitive positioning

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Wissam EL Hachem

2014-09-01

Full Text Available Purpose: The purpose of this paper is to devise an innovative feasible, replicable and comprehensive assessment framework of a learning organization's competitive positioning. Design/methodology/approach: The three characteristics listed above are approached as follows. Feasible refers to being easy and not in need of much resources (time, personnel,.... This is done through early elimination of non-important variables. Replicable is having a well structured methodology based on scientific proven methods. Following this methodology would result in good results that can be explained if needed and replicated if deemed necessary. Comprehensive translates into a holistic set of indices that measure performance as well as organizational learning. Findings and Originality/value: The three attributes (feasible, replicable and comprehensive have become crucial for ensuring any kind of added value for such a methodology that hopes to tackle the modern dynamic business environment and gaining a sustainable competitive advantage. Research limitations/implications: Such a methodology would require several full contextual applications to be able to set its final design. It entails thorough internal revision of a company's structure. Therefore a great deal of transparency and self-transcendence from the individual involved is a pre-requisite for any chance of success. Originality/value: It offers a systematic way to assess a company's performance/competitive positioning while accounting for the crucial attribute of organizational learning in its makeup.

EFFECT OF USING PORTFOLIO ASSESSMENT TO IMPROVE SCIENTIFIC ATTITUDE OF STUDENTS LEARNING PHYSICS IN HIGH SCHOOL

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Gede Wartawan Putu

2018-01-01

Full Text Available This study aims to investigate the effect of portfolio assessment in teaching physics and scientific attitude. The research was conducted on students of high school in Singaraja. Research was an quasi- experimental study by using “The Posttest-Only Control Group Design”. The research involved 152 high school students of class X of science as samples, taken with multistage random sampling technique. Portfolio assessment was integrated with physics learning. The implementation of the portfolio assessment included four key elements such as the students' work folders, clear assessment criteria, and self-assessment, and conference between teacher and students. The data needed in this research was the students' scientific attitude which included the aspect of curiosity, respect for evidence, the willingness to change ideas, and critical reflection. Data needed in this research included scientific attitudes students. A Likert scale instrument was used to measure the scientific attitude students. Data were analyzed using analysis of variance with SPSS 20.0 at significance level α = 0.05. The results showed there are differences in the scientific attitude students who take physics learning with assessment portfolios and students who take physics learning with assessment of conventional. The findings of this study indicate that portfolio assessment in learning physics significantly affect the scientific attitude students.

Is the Learning Community of Economics and Accounting Effective? Empirical Assessment of Class Achievements

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Stumph, Carolyn Fabian; Kim, Myeong Hwan; Han, Yongseung; Minke, Susan

2017-01-01

Learning communities are increasingly used at colleges and universities, as one of the goals of a learning community is to increase interaction among students and teach them how to apply knowledge. The goal of this research is to assess the learning community of the economics and accounting students in their class performance measured by class…

Antiproliferative Action of Conjugated Linoleic Acid on Human MCF-7 Breast Cancer Cells Mediated by Enhancement of Gap Junctional Intercellular Communication through Inactivation of NF-κB

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Md. Abdur Rakib

2013-01-01

Full Text Available The major conjugated linoleic acid (CLA isomers, c9,t11-CLA and t10,c12-CLA, have anticancer effects; however, the exact mechanisms underlying these effects are unknown. Evidence suggests that reversal of reduced gap junctional intercellular communication (GJIC in cancer cells inhibits cell growth and induces cell death. Hence, we determined that CLA isomers enhance GJIC in human MCF-7 breast cancer cells and investigated the underlying molecular mechanisms. The CLA isomers significantly enhanced GJIC of MCF-7 cells at 40 μM concentration, whereas CLA inhibited cell growth and induced caspase-dependent apoptosis. CLA increased connexin43 (Cx43 expression both at the transcriptional and translational levels. CLA inhibited nuclear factor-κB (NF-κB activity and enhanced reactive oxygen species (ROS generation. No significant difference was observed in the efficacy of c9,t11-CLA and t10,c12-CLA. These results suggest that the anticancer effect of CLA is associated with upregulation of GJIC mediated by enhanced Cx43 expression through inactivation of NF-κB and generation of ROS in MCF-7 cells.

Assessing Reflection: Understanding Skill Development through Reflective Learning Journals

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Cathro, Virginia; O'Kane, Paula; Gilbertson, Deb

2017-01-01

Purpose: The purpose of this paper is to suggest ways in which business educators can interact successfully with reflective learning journals (RLJs). Specifically, the research was interested in how students used RLJs and how educators assessed these RLJs. Design/methodology/approach: In total, 31 RLJs, submitted as part of an international…

Assessment of Kolb's Learning Styles among College Students of Qom University of Medical Sciences

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Elaheh rahiminia

2017-06-01

Full Text Available Background and Objective: Learning styles are effective factors in the learning. Learning is a relatively permanent change in the behavior or attitude of a person over time. Whereas improvement of existing conditions is pivotal in educational activities; therefore, the aim of this study was the assessment of stages and learning styles based on the Kolb theory among students of Qom University of Medical Sciences. Materials and Methods: This cross-sectional study was performed on 279 students of the QomUniversity of Medical Sciences, Iran in October 2015. The participants were selected using a stratified sampling method. The assessment instrument was the Kolb learning style inventory (KLSI V.3.1. Data analysis was performed by SPSS using descriptive statistics and Chi square test. Results: The mean age of students was 22.23±4.38 years, and the average grade was 16.85±1.65. Generally, the learning styles of students were convergent (% 38.9, assimilative (% 37.5, divergent (%13.2 and accommodative (%10.4. There was a significant relationship between learning styles with gender (P=0.01. Conclusion: Considering the predominance of convergent and assimilative learning styles in these students, it is recommended that faculty members use visual methods such as diagrams, self learning, individualized instruction and emphasize on practical methods in teaching.

Anti-inflammatory effects of conjugated linoleic acid isomers and essential fatty acids in bovine mammary epithelial cells.

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Dipasquale, D; Basiricò, L; Morera, P; Primi, R; Tröscher, A; Bernabucci, U

2018-01-09

Fatty acids are important modulators of inflammatory responses, in particular, n-3 and n-6 essential fatty acids and CLA have received particular attention for their ability to modulate inflammation. The objectives of this study were to compare the effects of CLA and essential fatty acids on the expression of pro and anti- inflammatory cytokines and their protective efficacy against inflammatory status in mammary gland by an in vitro model based on bovine mammary epithelial cells (BME-UV1). Bovine mammary epithelial cells were treated with complete medium containing either 50 µM of cis-9, trans-11 CLA (c9,t11 CLA) or trans-10, cis-12 CLA (t10,c12 CLA) or (α)-linolenic acid (aLnA) or (γ)-linolenic acid (gLnA) or linoleic acid (LA). After 48 h by fatty acids administration the cells were treated for 3 h with 20 µM of lipopolysaccharide (LPS) to induce inflammatory stimulus. Reactive oxygen species (ROS) production after treatments was assessed to verify and to compare the potential protection of different fatty acids against LPS-induced oxidative stress. The messenger RNA abundance of bovine pro and anti-inflammatory cytokines (tumor necrosis factor-α (TNF-α), interleukin-1β (IL-1β), interleukin-6 (IL-6) and interleukine-10 (IL-10)) and peroxisome proliferator receptor-α/γ (PPARγ/α) were determined in BME-UV1 by real-time PCR. The results showed that cells treated with fatty acids and LPS increased ROS production compared with control cells. Among treatments, cells treated with c9,t11 CLA and t10,c12 CLA isomers revealed significant lower levels of ROS production compared with other fatty acids. All fatty acids reduced the gene expression of pro- and anti-inflammatory cytokines. Among fatty acids, t10,c12 CLA, LA and gLnA showed an homogeneous reduction of the three pro-inflammatory cytokines and this may correspond to more balanced and efficient physiological activity and may trigger a better protective effect. The PPARγ gene expression was

Ecologically relevant neurobehavioral assessment of the development of threat learning.

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Boulanger Bertolus, Julie; Mouly, Anne-Marie; Sullivan, Regina M

2016-10-01

As altricial infants gradually transition to adults, their proximate environment changes. In three short weeks, pups transition from a small world with the caregiver and siblings to a complex milieu rich in dangers as their environment expands. Such contrasting environments require different learning abilities and lead to distinct responses throughout development. Here, we will review some of the learned fear conditioned responses to threats in rats during their ontogeny, including behavioral and physiological measures that permit the assessment of learning and its supporting neurobiology from infancy through adulthood. In adulthood, odor-shock conditioning produces robust fear learning to the odor that depends upon the amygdala and related circuitry. Paradoxically, this conditioning in young pups fails to support fear learning and supports approach learning to the odor previously paired with shock. This approach learning is mediated by the infant attachment network that does not include the amygdala. During the age range when pups transition from the infant to the adult circuit (10-15 d old), pups have access to both networks: odor-shock conditioning in maternal presence uses the attachment circuit but the adult amygdala-dependent circuit when alone. However, throughout development (as young as 5 d old) the attachment associated learning can be overridden and amygdala-dependent fear learning supported, if the mother expresses fear in the presence of the pup. This social modulation of the fear permits the expression of defense reactions in life threatening situations informed by the caregiver but prevents the learning of the caregiver itself as a threat. © 2016 Boulanger Bertolus et al.; Published by Cold Spring Harbor Laboratory Press.

Linking a Learning Progression for Natural Selection to Teachers' Enactment of Formative Assessment

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Furtak, Erin Marie

2012-01-01

Learning progressions, or representations of how student ideas develop in a domain, hold promise as tools to support teachers' formative assessment practices. The ideas represented in a learning progression might help teachers to identify and make inferences about evidence collected of student thinking, necessary precursors to modifying…

Kinetics of photoirradiation-induced synthesis of soy oil-conjugated linoleic acid isomers.

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Jain, Vishal P; Proctor, Andrew

2007-02-07

Photoirradiation of soy oil with UV/visible light has been shown to produce significant amounts of trans,trans conjugated linoleic acid (CLA) isomers through conversion of various synthesized intermediate cis,trans isomers. The objective of this study was to determine the kinetics of CLA isomers synthesis to better understand the production of various isomers. Soy oil was irradiated with UV/visible light for 144 h in the presence of an iodine catalyst and CLA isomers analyzed by gas chromatography (GC). Arrhenius plots were developed for the conversion of soy oil linoleic acid (A) to form cis-, trans/trans-, cis-CLA (B), conversion of cis-, trans/trans-, cis-CLA to form trans,trans-CLA (C) with respect to B, and formation of trans,trans-CLA isomers with respect to C. The kinetics of consumption of linoleic acid (LA) to form cis-, trans/trans-, cis-CLA was found to be of second-order with a rate constant of 9.01 x 10-7 L/mol s. The rate of formation of cis-, trans/trans-, cis-CLA isomers depends on the rate of formation from LA and its rate of consumption to form trans,trans-CLA isomers. The conversion of cis-, trans/trans-, cis-CLA isomers to trans,trans-CLA isomers was found to be of first-order with a rate constant of 2.75 x 10-6 s-1. However, the formation of thermodynamically stable trans,trans-CLA isomers (C) with respect to C was found to be a zero-order reaction with a rate constant of 10.66 x 10-7 mol/L s. The consumption of LA was found to be the rate-determining step in the CLA isomers formation reaction mechanism. The findings provide a better understanding of the mechanism of CLA isomers synthesis by photoirradiation and the factors controlling the ratio of various isomers.

Applying Machine Learning and High Performance Computing to Water Quality Assessment and Prediction

OpenAIRE

Ruijian Zhang; Deren Li

2017-01-01

Water quality assessment and prediction is a more and more important issue. Traditional ways either take lots of time or they can only do assessments. In this research, by applying machine learning algorithm to a long period time of water attributes’ data; we can generate a decision tree so that it can predict the future day’s water quality in an easy and efficient way. The idea is to combine the traditional ways and the computer algorithms together. Using machine learning algorithms, the ass...

Identifying College Students at Risk for Learning Disabilities: Evidence for Use of the Learning Difficulties Assessment in Postsecondary Settings

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Kane, Steven T.; Roy, Soma; Medina, Steffanie

2013-01-01

This article describes research supporting the use of the Learning Difficulties Assessment (LDA), a normed and no-cost, web-based survey that assesses difficulties with reading, writing, spelling, mathematics, listening, concentration, memory, organizational skills, sense of control, and anxiety in college students. Previous research has supported…

Teaching, learning and assessment of medical ethics at the UK medical schools.

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Brooks, Lucy; Bell, Dominic

2017-09-01

To evaluate the UK undergraduate medical ethics curricula against the Institute of Medical Ethics (IME) recommendations; to identify barriers to teaching and assessment of medical ethics and to evaluate perceptions of ethics faculties on the preparation of tomorrow's doctors for clinical practice. Questionnaire survey of the UK medical schools enquiring about content, structure and location of ethics teaching and learning; teaching and learning processes; assessment; influences over institutional approach to ethics education; barriers to teaching and assessment; perception of student engagement and perception of student preparation for clinical practice. The lead for medical ethics at each medical school was invited to participate (n=33). Completed responses were received from 11/33 schools (33%). 73% (n=8) teach all IME recommended topics within their programme. 64% (n=7) do not include ethics in clinical placement learning objectives. The most frequently cited barrier to teaching was lack of time (64%, n=7), and to assessment was lack of time and suitability of assessments (27%, n=3). All faculty felt students were prepared for clinical practice. IME recommendations are not followed in all cases, and ethics teaching is not universally well integrated into clinical placement. Barriers to assessment lead to inadequacies in this area, and there are few consequences for failing ethics assessments. As such, tomorrow's patients will be treated by doctors who are inadequately prepared for ethical decision making in clinical practice; this needs to be addressed by ethics leads with support from medical school authorities. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/.

Integrating knowledge exchange and the assessment of dryland management alternatives - A learning-centered participatory approach.

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Bautista, Susana; Llovet, Joan; Ocampo-Melgar, Anahí; Vilagrosa, Alberto; Mayor, Ángeles G; Murias, Cristina; Vallejo, V Ramón; Orr, Barron J

2017-06-15

The adoption of sustainable land management strategies and practices that respond to current climate and human pressures requires both assessment tools that can lead to better informed decision-making and effective knowledge-exchange mechanisms that facilitate new learning and behavior change. We propose a learning-centered participatory approach that links land management assessment and knowledge exchange and integrates science-based data and stakeholder perspectives on both biophysical and socio-economic attributes. We outline a structured procedure for a transparent assessment of land management alternatives, tailored to dryland management, that is based on (1) principles of constructivism and social learning, (2) the participation of stakeholders throughout the whole assessment process, from design to implementation, and (3) the combination of site-specific indicators, identified by local stakeholders as relevant to their particular objectives and context conditions, and science-based indicators that represent ecosystem services of drylands worldwide. The proposed procedure follows a pattern of eliciting, challenging, and self-reviewing stakeholder perspectives that aims to facilitate learning. The difference between the initial baseline perspectives and the final self-reviewed stakeholder perspectives is used as a proxy of learning. We illustrate the potential of this methodology by its application to the assessment of land uses in a Mediterranean fire-prone area in East Spain. The approach may be applied to a variety of socio-ecological systems and decision-making and governance scales. Copyright © 2016 Elsevier Ltd. All rights reserved.

Weak self-directed learning skills hamper performance in cumulative assessment

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Tio, Rene A.; Stegmann, Mariken E.; Koerts, Janke; van Os, Titus W. D. P.; Cohen-Schotanus, Janke

2016-01-01

Background: Self-regulated learning is an important determinant of academic performance. Previous research has shown that cumulative assessment encourages students to work harder and improve their results. However, not all students seem to respond as intended. We investigated the influence of

Risk assessment of atmospheric emissions using machine learning

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G. Cervone

2008-09-01

Full Text Available Supervised and unsupervised machine learning algorithms are used to perform statistical and logical analysis of several transport and dispersion model runs which simulate emissions from a fixed source under different atmospheric conditions.

First, a clustering algorithm is used to automatically group the results of different transport and dispersion simulations according to specific cloud characteristics. Then, a symbolic classification algorithm is employed to find complex non-linear relationships between the meteorological input conditions and each cluster of clouds. The patterns discovered are provided in the form of probabilistic measures of contamination, thus suitable for result interpretation and dissemination.

The learned patterns can be used for quick assessment of the areas at risk and of the fate of potentially hazardous contaminants released in the atmosphere.

The Effect Of Problem Based Learning And Self-Assessment On Students’ Writing Competency And Self-Regulated Learningm

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Suyoga Dharma I Putu

2018-01-01

Full Text Available This experimental study aimed at investigating the effect of Problem Based Learning (PBL and self-assessment (SA on students’ writing competency and self-regulated learning in Tabanan Regency. This research applied 2x2 factorial design. 96 students were selected as sample through random sampling. Data were collected by test (writing competency and questionnaire (self-regulation. Students’ writings were scored by analytical scoring rubric. The obtained data were analyzed statistically by MANOVA at 5% significance level. This research discovers: 1 there is a significant effect of PBL which occurs simultaneously and separately on students’ writing competency and self-regulated learning, 2 there is a significant effect of SA which ocurs simultaneously and separately on students’ writing competency and self-regulated learning, 3 there is a significant interaction between teaching model and assessment type on students’ writing competency and self-regulated learning which occurs simultaneously, 4 there is no significant interaction between teaching model and assessment type on students’ writing competency, and 5 there is a significant interaction between teaching model and assessment type on students’ self-regulated learning. This research results implies that PBL and SA should be applied in instruction process as a way to improve the quality of students’ writing competency and self-regulated learning.

Assessment of Interpersonal Risk (AIR) in Adults with Learning Disabilities and Challenging Behaviour--Piloting a New Risk Assessment Tool

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Campbell, Martin; McCue, Michael

2013-01-01

A new risk assessment tool, "Assessment of Interpersonal Risk" (AIR), was piloted and evaluated to measure risk factors and compatibility between individuals living in an assessment and treatment unit in one NHS area. The adults with learning disabilities in this unit had severe and enduring mental health problems and/or behaviour that is severely…

Production of conjugated linoleic acid-rich potato chips.

Science.gov (United States)

Jain, Vishal P; Proctor, Andrew

2007-01-01

Conjugated linoleic acid (CLA) is found primarily in diary and beef products, but the health benefits of CLA can only be realized if they are consumed at much greater levels than a normal healthy dietary intake. We have recently shown that a CLA-rich soy oil can be produced by simple isomerization of linoleic acid in soy oil by photoirradiation. This oil may allow greatly increased dietary CLA without significantly elevating fat intake. The objective of this study was to prepare CLA-rich potato chips by frying in CLA-rich soy oil. Soy oil was photoisomerized in the presence of iodine catalyst with UV/visible light. The irradiated oil was clay processed to remove the residual iodine and this oil was then used to fry potato chips. Oil was extracted from fried chips and analyzed for its CLA content with gas chromatography. A 1-oz serving of CLA-rich potato chips contained approximately 2.4 g CLA as compared to 0.1 g CLA in 3-oz serving of steak fillet and 0.06 g CLA in 8-oz serving of whole milk. The peroxide value of the oil extracted from potato chips was found to be 1 meq/1000 g sample, which was within the acceptable commercial standards. This study may lead to the commercialization of CLA-rich food products.

NMF-Based Image Quality Assessment Using Extreme Learning Machine.

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Wang, Shuigen; Deng, Chenwei; Lin, Weisi; Huang, Guang-Bin; Zhao, Baojun

2017-01-01

Numerous state-of-the-art perceptual image quality assessment (IQA) algorithms share a common two-stage process: distortion description followed by distortion effects pooling. As for the first stage, the distortion descriptors or measurements are expected to be effective representatives of human visual variations, while the second stage should well express the relationship among quality descriptors and the perceptual visual quality. However, most of the existing quality descriptors (e.g., luminance, contrast, and gradient) do not seem to be consistent with human perception, and the effects pooling is often done in ad-hoc ways. In this paper, we propose a novel full-reference IQA metric. It applies non-negative matrix factorization (NMF) to measure image degradations by making use of the parts-based representation of NMF. On the other hand, a new machine learning technique [extreme learning machine (ELM)] is employed to address the limitations of the existing pooling techniques. Compared with neural networks and support vector regression, ELM can achieve higher learning accuracy with faster learning speed. Extensive experimental results demonstrate that the proposed metric has better performance and lower computational complexity in comparison with the relevant state-of-the-art approaches.

Applying Machine Learning and High Performance Computing to Water Quality Assessment and Prediction

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Ruijian Zhang

2017-12-01

Full Text Available Water quality assessment and prediction is a more and more important issue. Traditional ways either take lots of time or they can only do assessments. In this research, by applying machine learning algorithm to a long period time of water attributes’ data; we can generate a decision tree so that it can predict the future day’s water quality in an easy and efficient way. The idea is to combine the traditional ways and the computer algorithms together. Using machine learning algorithms, the assessment of water quality will be far more efficient, and by generating the decision tree, the prediction will be quite accurate. The drawback of the machine learning modeling is that the execution takes quite long time, especially when we employ a better accuracy but more time-consuming algorithm in clustering. Therefore, we applied the high performance computing (HPC System to deal with this problem. Up to now, the pilot experiments have achieved very promising preliminary results. The visualized water quality assessment and prediction obtained from this project would be published in an interactive website so that the public and the environmental managers could use the information for their decision making.

Using Qualitative Research to Assess Teaching and Learning in Technology-Infused TILE Classrooms

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Van Horne, Sam; Murniati, Cecilia Titiek; Saichaie, Kem; Jesse, Maggie; Florman, Jean C.; Ingram, Beth F.

2014-01-01

This chapter describes the results of an assessment project whose purpose was to improve the faculty-development program for instructors who teach in technology-infused TILE (Transform, Interact, Learn, Engage) classrooms at the University of Iowa. Qualitative research methods were critical for (1) learning about how students and instructors…

Functional Assessment in Transition and Rehabilitation for Adolescents and Adults with Learning Disorders.

Science.gov (United States)

Bullis, Michael, Ed.; Davis, Cheryl D., Ed.

This manual is based on a 3-year, federally funded program, Project FASTER (Functional Assessment Services for Transition, Education, and Rehabilitation), that developed functional assessment procedures and provided assessment services to adolescents and adults with learning or behavioral disorders who were involved in school-based transition…

Evidence for conjugated linoleic acid-induced embryonic mortality that is independent of egg storage conditions and changes in egg relative fatty acids.

Science.gov (United States)

Leone, V A; Stransky, D L; Aydin, R; Cook, M E

2009-09-01

Three experiments were performed to determine the effect of conjugated linoleic acid (CLA) on embryonic development in the absence of vitelline membrane disruption. In experiment 1, when eggs from control and CLA (0.5%)-fed hens were stored at 21 or 15 degrees C for 48 h, mineral movement between the yolk and albumen was not observed (with the exception of Mg and Na). Also, it was found that CLA-induced changes in yolk fatty acid content (e.g., increased saturated fatty acids and CLA) had begun to change after 5 d of feeding hens CLA, and no differences were detected in fatty acid composition after 14 d. In experiment 2, the hatchability of eggs incubated directly after oviposition or stored 24 h at 21 or 15 degrees C was determined from hens fed control or 0.5% CLA diets. Regardless of storage conditions, CLA reduced hatchability. These data showed that CLA elicits negative effects on hatchability independent of vitelline membrane disruption or egg storage condition. In experiment 3, eggs were collected from hens fed 0 or 1% CLA daily for 3 wk, stored at 21 degrees C for 24 h, and incubated. Not only did CLA decrease hatchability, the data showed as the days of CLA feeding increased, the days of survival during incubation decreased. Average days of embryonic survival during incubation for the CLA group diminished to 18.0, 13.4, and 6.3 d for wk 1, 2, and 3 of CLA feeding, respectively, and control remained at 20.6, 20.8, and 19.8 for the 3 wk. These studies suggested that without the disruption of the vitelline membrane, hatchability and embryonic days of survival were significantly reduced by maternal CLA feeding in comparison to control-fed hens. Evidence that embryos die earlier the longer the hens are fed CLA, even though no additional changes in the fatty acid content of eggs were found, suggested that factors other than storage and egg yolk fatty acid composition played a role in CLA-induced embryonic mortality.

On-line case discussion assessment in ultrasound: The effect on student centred and inter-professional learning

International Nuclear Information System (INIS)

Harrison, G.; Mulloy, B.; Harris, A.; Flinton, D.

2012-01-01

In 2009 an asynchronous on-line case discussion assessment was introduced, to replace an existing traditional case study assessment, within the Medical Ultrasound Programmes at City University London, to help extend collaborative, inter-professional student-led learning skills. Two clinical modules were used to develop the on-line learning method with associated assessments. Students selected and led a clinical case from their department, uploaded anonymised images and case details with questions, to encourage interaction from other colleagues. Thirty students participated in the on-line case discussions. The assessment was evaluated via informal feedback, end of module feedback and an on-line questionnaire. Some students completed two modules, using the on-line discussion, others were involved in only one module, of which 21 out of 26 students completed end of module feedback for the 1st module and 18 out of 20 students completed feedback from the 2nd module. Twelve students out of 30 completed the on-line questionnaire. Feedback suggested that the on-line case discussions were a good learning tool, providing a wide range of cases for students to participate in or read and learn from each other. All students found the cases interesting, engaging and useful, but time consuming. Despite the small numbers involved, useful feedback was provided to assist further development of the assessment, particularly in relation to the number of cases being assessed and length of availability. On-line case discussions are an innovative, engaging method to encourage self directed, collaborative learning which could be utilised in the health care setting to share interesting cases, promote inter-professional and self-directed learning.

Teaching and Learning: Using Digital Tools for Progressive Assessment

DEFF Research Database (Denmark)

Kastbjerg, Rita B.; Petersson, Eva; Lewis Brooks, Anthony

2008-01-01

  Non-biased assessment becomes a reality when Information and Communication Technology (ICT) is implemented as a pedagogical tool to augment teacher practice and student learning. This paper details a study that was undertaken at a secondary school in Lithuania involving four educators and 200...... in education to address future augmented teacher - students' liaisons....

An application of programmatic assessment for learning (PAL) system for general practice training.

Science.gov (United States)

Schuwirth, Lambert; Valentine, Nyoli; Dilena, Paul

2017-01-01

Aim: Programmatic assessment for learning (PAL) is becoming more and more popular as a concept but its implementation is not without problems. In this paper we describe the design principles behind a PAL program in a general practice training context. Design principles: The PAL program was designed to optimise the meaningfulness of assessment information for the registrar and to make him/her use that information to self regulate their learning. The main principles in the program were cognitivist and transformative. The main cognitive principles we used were fostering the understanding of deep structures and stimulating transfer by making registrars constantly connect practice experiences with background knowledge. Ericsson's deliberate practice approach was built in with regard to the provision of feedback combined with Pintrich's model of self regulation. Mezirow's transformative learning and insights from social network theory on collaborative learning were used to support the registrars in their development to become GP professionals. Finally the principal of test enhanced learning was optimised. Epilogue: We have provided this example explain the design decisions behind our program, but not want to present our program as the solution to any given situation.

EFFECT OF USING PORTFOLIO ASSESSMENT TO IMPROVE SCIENTIFIC ATTITUDE OF STUDENTS LEARNING PHYSICS IN HIGH SCHOOL

Directory of Open Access Journals (Sweden)

putu wartawan

2017-12-01

Full Text Available This study aims to investigate the effect of portfolio assessment in teaching physics and scientific attitude. The research was conducted on students of high school  in Singaraja. Research was an  quasi- experimental study by using  “The Posttest-Only Control Group Design”.  The research involved 152 high school students of class X of science as samples, taken with multistage random sampling technique. Portfolio assessment was integrated with physics learning. The implementation of the portfolio assessment included four key elements such as the students' work folders, clear assessment criteria, and self-assessment, and conference between teacher and students.  The data needed in this research was the students' scientific attitude which included the aspect of curiosity, respect for evidence, the willingness to change ideas, and critical reflection. Data needed in this research included scientific attitudes students.  A Likert scale instrument was used to measure the scientific attitude students.  Data were analyzed using  analysis of variance with SPSS 20.0 at significance level a = 0.05. The results showed there are differences in the scientific attitude students who take physics learning with assessment portfolios and students who take physics learning with assessment of conventional.  The findings of this study indicate that portfolio assessment in learning physics significantly affect the scientific attitude students.

Web-Based Learning System for Developing and Assessing Clinical Diagnostic Skills for Dermatology Residency Program

Science.gov (United States)

Kuo, Fan-Ray; Chin, Yi-Ying; Lee, Chao-Hsien; Chiu, Yu-Hsien; Hong, Chien-Hu; Lee, Kuang-Lieh; Ho, Wen-Hsien; Lee, Chih-Hung

2016-01-01

Few studies have explored the learning difficulties and misconceptions that students encounter when using information and communication technology for e-learning. To address this issue, this research developed a system for evaluating the learning efficiency of medical students by applying two-tier diagnosis assessment. The effectiveness of the…

Lecithin-Based Nano-emulsification Improves the Bioavailability of Conjugated Linoleic Acid.

Science.gov (United States)

Heo, Wan; Kim, Jun Ho; Pan, Jeong Hoon; Kim, Young Jun

2016-02-17

In this study, we investigated the effects of lecithin-based nano-emulsification on the heat stability and bioavailability of conjugated linoleic acid (CLA) in different free fatty acid (FFA) and triglyceride (TG) forms. CLA nano-emulsion in TG form exhibited a small droplet size (70-120 nm) compared to CLA nano-emulsion in FFA form (230-260 nm). Nano-emulsification protected CLA isomers in TG form, but not in free form, against thermal decomposition during the heat treatment. The in vitro bioavailability test using monolayers of Caco-2 human intestinal cells showed that nano-emulsification increased the cellular uptake of CLA in both FFA and TG forms. More importantly, a rat feeding study showed that CLA content in small intestinal tissues or plasma was higher when CLA was emulsified, indicating an enhanced oral bioavailability of CLA by nano-emulsification. These results provide important information for development of nano-emulsion-based delivery systems that improve thermal stability and bioavailability of CLA.

Learning Safety Assessment from Accidents in a University Environment