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This article presents two case studies that show how learner involvement and collaboration in assessment are valid pedagogic tools to encourage learner reflection and engagement, particularly where a very traditional approach to language learning is the norm. The authors, who teach in universities in Japan, discuss different but related approaches to assessment in CLIL (Content and Language Integrated Learning) classrooms. The first case study describes how assessment in the classrooms in focus requires more engagement on the part of learners as they must work things out for themselves. Collaborating with classmates, which entails discussing assessment decisions, can foster language development. If learners engage in informal discussion about their learning performance, they can review previous learning, affirm progress, and make suggestions about future learning goals and how to improve their learning outcomes. In the authors' view these processes help learners to develop self-regulation and self-efficacy. The second case study involves students developing collaboration skills during project work in which they are also involved in the assessment process. They give slide and poster presentations, write reports, and analyze scientific information while collaborating with their classmates. During this process they are also responsible for self- and peer-assessment. As a result of their collaboration they acquire language, but they also develop the ability to collaborate further. The article concludes by briefly discussing learner involvement and collaboration, and the central role that feedback practices can play in learning.

Background: Educators, researchers and policy-makers worldwide continue to struggle to understand the changes needed for improving educational outcomes and attainment for students, particularly in content areas such as mathematics and science that are essential for developing a highly skilled workforce. Given the continuing emphasis on linking teacher practices with student outcomes, this study aims to explore teachers' use of particular instructional strategies and whether use is associated with student achievement. Methods: Using data from the Trends in International Mathematics and Science Study (TIMSS) 2007, this study examines eighth grade teachers' use of instructional practices that support students' conceptual understanding, and examines the relationship between those practices and mathematics test scores. Data from four countries was examined: U.S., Korea, Japan, and Singapore. Descriptive statistics and a series of multilevel regression models were used. Results: The results show that teachers in the U.S. were most similar to Korean teachers in the frequency and types of teaching practices reported, and that they reported using some practices at least as frequently, or more frequently than teachers in the other countries. A sub-set of teachers' instructional practices are related to mathematics achievement in the U.S. and Singapore, but not in Korea or Japan. Conclusions: Teacher practices explained very little of the variability in test scores, even in cases where particular instructional practices were positively and significantly related to achievement. This research highlights the challenges for examining the teacher-level correlates of student test scores using data from cross-sectional, international studies that do not include measures of students' prior achievement, classroom observations, or estimates of students' out-of-school instruction.

Using data from the Trends in International Mathematics and Science Study (TIMSS) 2003 and 2007 administrations, this study examines international trends in technology use and explores the international patterns in how teacher-directed, student-use of technology is related to eighth grade mathematics achievement. Descriptive patterns in technology-use across multiple countries and across multiple TIMSS administrations were first examined. Subsequently, the results of HLM analyses conducted to predict mathematics performance using measures of teacher-directed, student-use of technology were presented. Student, teacher and school covariates are included in multiple HLM models. The most noticeable aspect of these analyses reflects the lack of relationship between technology use and mathematics performance. Looking across countries within the TIMSS 2003 and 2007 administrations, or across the two administrations within countries, the results show that technology use was infrequently related to mathematics performance. The results also show that technology-use accounted for a relatively small percent of the total variance in mathematics test scores. (Contains 12 tables, 9 figures and 2 notes.)

Purpose: To compare the efficacy, toxicities, and pharmacokinetics of an oral regimen consisting of uracil/tegafur (UFT) and leucovorin (LV) between Japanese patients and patients in the United States with previously untreated metastatic colorectal cancer., Patients and Methods: Forty-four Japanese patients and 45 patients in the United States were enrolled in concurrent nonrandomized phase II trials. UFT 300 mg/m2/d and leucovorin 75 mg/d were administered orally for 28 days followed by a 7-day rest period. The total daily dose of each drug was divided into three equal doses. Treatment was repeated every 5 weeks until disease progression. Blood samples for the pharmacokinetic study were obtained after the initial dose on day 1 of the first course., Results: The response rate for the Japanese patients and the patients in the United States was 36.4% (95% CI, 22.4% to 52.2%) and 34.1% (95% CI, 20.5% to 49.9%), respectively. The only major toxicity was diarrhea, and other toxicities were mild in both populations. The incidence of grade 3 or higher diarrhea in the Japanese and Americans was 9% and 22%, respectively. Although the area under the curve and maximum concentration of fluorouracil were found to be slightly higher in the Japanese patients than the patients in the United States, and area under the curve-adjusted body surface area appeared to be comparable between the two groups., Conclusion: The efficacy and pharmacokinetic parameters of UFT and LV are comparable in Japanese and American patients; however, a difference in toxicity profile, specifically diarrhea, was noted. This oral regimen of UFT and LV is considered to have similar activity against metastatic colorectal cancer and to have acceptable toxicity in patients in both countries.