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This paper discusses the evolution of assessment for learning (AfL) across the globe with particular attention given to Western educational jurisdictions. Scholars from Australia, Canada, Ireland, Israel, New Zealand, Norway, and the United States discuss prominent assessment reforms within their respective countries over the last decade. Particular attention is given to the impact of the pandemic as well as technological developments for classroom assessment policies and practices. Ongoing tensions that exist between AfL and summative forms of assessment within national policy initiatives are also revisited in relation to the seminal version of this article published 10 years ago.

Well-tolerated and novel antimalarials that can combat multiple stages of the parasite life cycle are desirable but challenging to discover and develop. Herein, we report results for natural product-inspired novel tambjamine antimalarials. We show that they are potent against liver, asexual erythrocytic, and sexual erythrocytic parasite life cycle stages. Notably, our lead candidate 1 (KAR425) displays excellent oral efficacy with complete clearance of parasites within 72 h of treatment in the humanized Plasmodium falciparum (NOD-scid) mouse model at 50 mg/kg × 4 days. Profiling of compound 1 demonstrated a fast in vitro killing profile. In addition, several other tambjamine analogues cured erythrocytic Plasmodium yoelii infections after oral doses of 30 and 50 mg/kg × 4 days in a murine model while exhibiting good safety and metabolic profiles. This study presents the first account of multiple-stage antiplasmodial activities with rapid killing profile in the tambjamine family.

This article examines heterogeneity in adverse events and conditions and how low-income African American young adults respond. Although nearly all individuals in the sample report at least one instance of adversity, the nature and frequency of adversity varies, as do the responses. Some individuals see their lives and plans derailed; others engage in more protective strategies. For still others, adversity presents a difficult trade-off between surviving and thriving. We formalize this trade-off as an extension of a basic model of costly human capital investments. The model shows that a rational, fully informed individual facing this brutal trade-off, in an effort to survive the fallout of adversity, may optimally choose not to make high-return investments that promote thriving in the future. Improved policy design would recognize this type of trade-off.

This paper presents research that examined teacher talk about moderation of English, mathematics and science assessment across Years 4, 6 and 8 as part of a broader inquiry into the use of scaled exemplars to support consistency of teacher judgement. The paper draws on Dorothy E Smith's sociological work, including the process of mapping textual connections to research everyday practices. We illustrate how moderation activities were shaped by systemic policy and related documents. We further illustrate how teachers used artefacts that they were created as part of the research project to leverage the value of moderation discussions. In the project, teachers generated artefacts that were written commentaries or texts explicating their judgement decisions (cognitive commentaries). Our analysis demonstrates how teachers then took these cognitive commentaries and independently embedded them into their everyday work. Teachers described how they used the artefacts in their moderation discussions as a means of improving their own practice, as well as their students' learning. We argue that when teachers are provided with the time and space to share their assessment and pedagogic knowledge and practice with school colleagues, including via cognitive commentaries, they are able to expand their field of professional impact and build their professional knowledge and practice.

The promotion and measurement of standards in compulsory education systems has been a prominent feature of Western education systems for centuries. But the COVID-19 pandemic and the rise of artificial intelligence (AI) have made the limits of current standards-based approaches to assessment more evident. Louis Volante, Don A. Klinger, and Christopher DeLuca discuss the importance of both cognitive and non-cognitive skills for the future success of schools. More authentic assessments, some of which leverage AI, can assess students' performance in these essential domains.

Background: Our primary objective evaluated the perception of emergency medical service (EMS) providers’ review of automated hospital outcome data. Secondarily, we assessed participation in outcome review as a means of microlearning to obtain continuing education (CE).Methods: From October–December 2023, three high-volume EMS systems participated in a three-part intervention with results evaluated using a mixed-methods approach. First, EMS providers (emergency medical technicians and paramedics) were invited, via their electronic health record (EHR), to complete a presurvey evaluating their perceptions of reviewing outcomes. Then, EMS providers were notified about the opportunity to earn CE via a microlearning intervention, offering Commission on Accreditation for Pre-Hospital Continuing Education (CAPCE)-approved CE hours for completion of outcome reviews and associated learning modules. Finally, EMS providers were invited to complete a post-survey mirroring the pre-survey. Qualitative analyses identified themes among open-ended responses. Quantitative analyses examined perceptions between pre- and post- surveys.Results: Of 843 providers contacted, 217 responded to the pre-survey (25.7%). The most endorsed rationale for reviewing outcomes included improving clinical knowledge (95%), improving patient care (94%), and knowing whether care made a difference (93%). Nearly all (91%) reported being more likely to review outcomes if CE were awarded. Among the 67 who completed the open-ended items, the three dominant themes included enhance personal confidence and competence (43%); acquire personal knowledge (39%); and operations (21%). Of 211 providers who participated in the intervention, 56 (27%) were awarded CE. A total of 152 providers responded to the post-survey, and the percentage who agreed that reviewing outcomes improves job satisfaction rose from 89% to 95% between pre- and post-surveys (P = 0.05).Conclusion: EMS providers supported the personal and professional development and patient care improvement of reviewing patients’ outcomes with associated CE. Further study is warranted to evaluate the generalizability of these findings and the best user experience.

Deficits in memory performance have been linked to a wide range of neurological and neuropsychiatric conditions. While many studies have assessed the memory impacts of individual conditions, this study considers a broader perspective by evaluating how memory recall is differentially associated with nine common neuropsychiatric conditions using data drawn from 55 international studies, aggregating 15,883 unique participants aged 15-90. The effects of dementia, mild cognitive impairment, Parkinsons disease, traumatic brain injury, stroke, depression, attention-deficit/hyperactivity disorder (ADHD), schizophrenia, and bipolar disorder on immediate, short-, and long-delay verbal learning and memory (VLM) scores were estimated relative to matched healthy individuals. Random forest models identified age, years of education, and site as important VLM covariates. A Bayesian harmonization approach was used to isolate and remove site effects. Regression estimated the adjusted association of each clinical group with VLM scores. Memory deficits were strongly associated with dementia and schizophrenia (p < 0.001), while neither depression nor ADHD showed consistent associations with VLM scores (p > 0.05). Differences associated with clinical conditions were larger for longer delayed recall duration items. By comparing VLM across clinical conditions, this study provides a foundation for enhanced diagnostic precision and offers new insights into disease management of comorbid disorders.

Integrated STEM education within North America has become a popular pedagogy; however, teachers identify challenges that arise when planning for and implementing integrated STEM education. These challenges may threaten STEM teachers' capacity to balance disciplinary and integrated learning, a core feature of effective STEM education. The purpose of this study was to investigate how exemplary STEM teachers navigate tensions of practice to balance disciplinary and integrated learning. Through an in-depth qualitative methodology, drawing on interview and artifact data from 14 purposefully selected exemplary secondary and elementary integrated STEM teachers, this study identified tensions that teachers faced as they navigated planning for and implementing integrated STEM education: (a) curriculum content versus skills; (b) guided instruction versus inquiry and play; (c) process versus task completion; and (d) collaboration versus individual needs. In line with a Worldly Perspective (Rennie et al., 2020), balancing these tensions leads to enhanced integration.

Addressing calls to develop assessment theories for integrated teaching and learning, we propose an evidence-informed perspective on grading in Science, Technology, Engineering, Arts and Mathematics (STEAM) education. We leveraged a qualitative collective case study design to generate rich profiles of three exemplary STEAM teachers' grading approaches and practices. Data sources included semi-structured interviews and artefacts of teachers' instruction and assessment practice. We analysed qualitative data from interviews and artefacts using a general inductive approach. The teachers in our study pushed back against 'objective' views of grading, whereby grades are composites of summative assessments, in favour of informed and contextualised grading, which aims to document and support a negotiated understanding of each student's learning journey. Teachers' grading practices aligned with a hermeneutic approach to classroom assessment validity: the teachers (a) collected and interpreted a wide range of evidence of student (re)learning; (b) centred students' perspectives and evidences; and (c) employed their professional judgement to determine students' grades. Teachers characterised grading as a process of accounting for all available evidence, blurring the boundaries between formative and summative assessment. Documenting the learning process, rather than focusing on products, can support deeply integrated learning. Importantly, the teachers supported students in documenting their own learning and negotiating their grades with reference to self-generated evidence. This practice stands to reduce power imbalances between students and teachers and foster students' self-regulated learning. Our findings inform a framework which STEAM educators can use to guide grading in integrated classrooms, an enduring challenge for integrated learning.

Knowing how science teachers develop their professional knowledge has been a challenge. One potential way to determine the professional knowledge of teachers is through videos. In the study described here, the authors recruited 60 elementary and secondary science teachers, showed them one of two 10-min videos, and recorded and analyzed their comments when watching the videos. The coding focused on their noticing of student learning, teacher's teaching, types of teaching practices, and the use of interpretative frames. The noticing data were collected and analyzed to determine the differences between groups of teachers. The findings from the analysis indicated that most science teachers noticed the instruction of teachers rather than the learning of students, and these noticing events were often focused on general instructional practices as opposed to the science practices emphasized in the "Next Generation Science Standards" (National Research Council, 2013). The only difference between the teachers was in the area of evaluating the videos. Secondary science teachers and experienced elementary teachers were more likely to evaluate the videos than were novice elementary teachers. This may be a result of the knowledge base of the teachers. These results suggest a need for explicit reform-based instruction and a revision of this research process.

Many experimental and computational efforts have sought to understand DNA origami folding, but the time and length scales of this process pose significant challenges. Here, we present a mesoscopic model that uses a switchable force field to capture the behavior of single- and double-stranded DNA motifs and transitions between them, allowing us to simulate the folding of DNA origami up to several kilobases in size. Brownian dynamics simulations of small structures reveal a hierarchical folding process involving zipping into a partially folded precursor followed by crystallization into the final structure. We elucidate the effects of various design choices on folding order and kinetics. Larger structures are found to exhibit heterogeneous staple incorporation kinetics and frequent trapping in metastable states, as opposed to more accessible structures which exhibit first-order kinetics and virtually defect-free folding. This model opens an avenue to better understand and design DNA nanostructures for improved yield and folding performance.

Abstract Perovskites at the crossover between ferroelectric and relaxor are often used to realize dielectric capacitors with high energy and power density and simultaneously good efficiency. Lead-free Bi0.5Na0.5TiO3 is gaining importance in showing an alternative to lead-based devices. Here we show that (1-x)Bi0.5Na0.5TiO3 – xBaZr y Ti 1-y O3 (best: 0.94Bi0.5Na0.5TiO3 -0.06BaZr0.4Ti0.6O3) shows an increase of recoverable energy density and electric breakdown upon chemical substitution. In thin films derived from Chemical Solution Deposition, we observed that polarization peaks at the morphotropic phase boundary at x = 0.06. While Zr substitution results in reduced polarization, it enhances both efficiency and electric breakdown strength, ultimately doubling the recoverable energy density and the metallization interface by lowering surface roughness. Our dielectric capacitor shows

Using in-depth interview data from families and service providers, we examine the success of the Creating Moves to Opportunity (CMTO) program in Seattle, focusing on how it reduced many of the learning, compliance, and psychological costs of using housing vouchers so that participants could expand their residential choices. CMTO's approach of combining information and flexible financial resources with personalized high-quality assistance bolstered participants' confidence, agency, and optimism for their housing searches in high-opportunity neighborhoods. Accessible, collaborative, pertinent communication from program staff was central to addressing both the psychological costs of the federal Housing Choice Voucher program and families' experiences in housing and social services. These results provide evidence to inform housing policy as well as to enrich broader scholarship on program take-up, implementation research, and the role of Navigators and service quality in addressing administrative burdens low-income families face while using other social programs.

Introduction The historical focus of vaccines on child health coupled with the advent of novel vaccines targeting adult populations necessitates exploring strategies for adult vaccine implementation.Areas covered This scoping review extracts insights from the past decade’s experiences introducing adult vaccines in low- and middle-income countries. Among 25 papers reviewed, 19 focused on oral cholera vaccine, 2 on Meningococcal A vaccines, 2 on tetanus toxoid vaccine, 1 on typhoid vaccine, and 1 on Ebola vaccine. Aligned with WHO’s Global Framework for New TB Vaccines for Adults and Adolescents, our findings center on vaccine availability, accessibility, and acceptance.Expert Opinion Availability findings underscore the importance of understanding disease burden for prioritization, multi-sectoral collaboration during planning, and strategic resource allocation and coordination. Accessibility results highlight the benefits of leveraging existing health infrastructure and adequately training healthcare workers, and contextually tailoring vaccine delivery approaches to reach challenging sub-groups like working male adults. Central to fostering acceptance, resonant sensitization, and communication campaigns engaging the communities and utilizing trusted local leaders countered rumors and increased awareness and uptake. As we approach the introduction of a new adult TB vaccine, insights from this review equips decision-makers with key evidence-based recommendations to support successful and equitable vaccinations targeting adults.

BACKGROUND: In India, the prevalence of Latent TB infection (LTBI) is estimated to be around 40%. Various formulations of PPD(Purified protein derivative) are available, for diagnosis of LTBI, which may give variable responses. The commercially available PPD in India is by Arkray Healthcare (TST-Arkray). It is unclear if this product may have a similar sensitivity compared to other internationally accepted tuberculins (TST-Tubersol). OBJECTIVES: To assess the performance of the two TSTs compared to Quantiferon-Gold Plus (QFT-Plus). METHODOLOGY: A blood sample was collected for the QFT-Plus test. Both the TSTs were placed in the right and the left volar aspect of the forearms and 48 hrs later, the subjects came back to the study site for reading. RESULTS: Among the 512 participants who were recruited, 326 subjects were healthcare professionals and 186 subjects were household contacts of patients with tuberculosis. They were tested with both TST-Tubersol and TST-Arkray, 139(27 %) participants tested positive for TST-Tubersol (≥10 mm), whereas 203 participants (40.1 %)tested positive for TST-Arkray. There was moderate agreement between the two tests with k = 0.58. Also, there was only poor agreement between both the TSTs with QFT Plus(kappa = 0.19 for Tubersol and 0.17 for Arkray). With QFT-Plus as gold standard, the sensitivity, specificity, PPV and NPV of TST-Tubersol, ast an induration cut-off of 10 mm was 46.8 %,76.3 %,31.8 % and 85.8 %. respectively and TST- Arkray; 60.6 %, 64 %, 28.5 % and 87.2 % respectively. CONCLUSION: The Indian TST (Arkray Diagnostics) has shown moderate agreement with the internationally accepted Tubersol. Additionally, there was poor agreement between the TSTs and QFT plus test.

Background: Our primary objective evaluated the perception of emergency medical service (EMS) providers’ review of automated hospital outcome data. Secondarily, we assessed participation in outcome review as a means of microlearning to obtain continuing education (CE). Methods: From October–December 2023, three high-volume EMS systems participated in a three-part intervention with results evaluated using a mixed-methods approach. First, EMS providers (emergency medical technicians and paramedics) were invited, via their electronic health record (EHR), to complete a presurvey evaluating their perceptions of reviewing outcomes. Then, EMS providers were notified about the opportunity to earn CE via a microlearning intervention, offering Commission on Accreditation for Pre-Hospital Continuing Education (CAPCE)-approved CE hours for completion of outcome reviews and associated learning modules. Finally, EMS providers were invited to complete a post-survey mirroring the pre-survey. Qualitative analyses identified themes among open-ended responses. Quantitative analyses examined perceptions between pre- and post- surveys. Results: Of 843 providers contacted, 217 responded to the pre-survey (25.7%). The most endorsed rationale for reviewing outcomes included improving clinical knowledge (95%), improving patient care (94%), and knowing whether care made a difference (93%). Nearly all (91%) reported being more likely to review outcomes if CE were awarded. Among the 67 who completed the open-ended items, the three dominant themes included enhance personal confidence and competence (43%); acquire personal knowledge (39%); and operations (21%). Of 211 providers who participated in the intervention, 56 (27%) were awarded CE. A total of 152 providers responded to the post-survey, and the percentage who agreed that reviewing outcomes improves job satisfaction rose from 89% to 95% between pre- and post-surveys (P = 0.05). Conclusion: EMS providers supported the personal and professional development and patient care improvement of reviewing patients’ outcomes with associated CE. Further study is warranted to evaluate the generalizability of these findings and the best user experience.

The purpose of this paper is to describe the development of a new framework for understanding technology-integrated assessment in higher education based on a review of the literature using the assessment design in a digital world framework (Bearman et al., 2022) as a lens. Our review (Madland et al., 2024) revealed both congruities and incongruities between the literature and the framework, leading to the need for further work to accurately conceptualize technology-integrated assessment. In this article, we contribute to the literature on technology-integrated assessment in higher education by proposing the technology-integrated assessment framework. This paper marks an important step in extending our understanding of the factors influencing instructors who integrate technology into their assessment practice and promoting ethical and equitable approaches to technology-integrated assessment in higher education.

The purpose of this paper is to explore the nature of the scholarly literature between 2016 and 2023 on the impact of classroom technology on higher education instructors' assessment practices through the lens of the assessment design in a digital world framework (Bearman et al., 2022). Specifically, the paper focuses on (a) describing the assessment design in a digital world framework, (b) identifying the scope and breadth of the literature relating to technology-integrated assessment, and (c) highlighting any gaps between the Bearman et al. model and the literature. This paper marks an important step in extending our understanding of the factors influencing instructors who integrate technology into their assessment practice and promoting ethical and equitable approaches to technology-integrated assessment in higher education.

Journaling assignments are generative practices for the sport management classroom because they can help students process course content through self-reflection and relate their acquired knowledge to their experiences and worldviews. This essay presents journaling as an example of contemplative pedagogy, an educational technique that supports the development of skills in mindful self-awareness, as well as the translation of course content to practical knowledge through calm and creative expression. The essay outlines the practical implementation of contemplative journaling in undergraduate courses and contends that it is a useful pedagogical tool for the sport management classroom, particularly in helping students engage with topics concerning social justice and inequalities in the industry.

Purpose: This study aims to investigate student mentors' perceptions of peer mentor relationships in a health professions education program. Design/methodology/approach: The design uses embodied hermeneutic phenomenology. The data comprise 10 participant interviews and visual "body maps" produced in response to guided questions. Findings: The findings about student mentors' perceptions of peer mentor relationships include a core theme of nurturing a trusting learning community and five related themes of attunement to mentees, commonality of experiences, friends with boundaries, reciprocity in learning and varied learning spaces. Originality/value: The study contributes original insights by highlighting complexity, shifting boundaries, liminality, embodied social understanding and trusting intersubjective relations as key considerations in student peer mentor relationships.

Diversity and inclusion are identified as necessary for enhancing the sport industry. Undergraduate sport management programs play an important role in educating aspiring sport professionals with respect to these topics. However, the literature indicates that sport management education can improve with respect to this work. Therefore, the purpose of this instructional technique review is to discuss two comparable teaching activities that sought to incorporate diversity and inclusion education into the content area of disability and sport-related compliance with the Americans with Disabilities Act. Student feedback showed that despite similarities between the activities (i.e., active engagement with the Americans with Disabilities Act as it pertains to sport facilities), students had substantially different reported learning outcomes related to diversity and inclusion. This review is thus designed to illustrate the importance of deliberate framing decisions in the sport management classroom, which can have a transformative impact on students' learning around diversity and inclusion content.

Inspired by the recent 21st century social and educational movements toward equity, diversity, and inclusion for disadvantaged groups, educational researchers have sought in conceptualizing fairness in classroom assessment contexts. These efforts have provoked promising key theoretical foundations and empirical investigations to examine fairness in assessment. This review study aims to critically review these theoretical foundations and associated empirical studies to examine their potential for addressing the complex and evolving notions of fairness in classroom assessment contexts. This study also builds on fairness and justice literature in social sciences and broader educational discourses to provide additional theoretical grounds to rethink fairness in classroom assessment. Overall, this study contributes theoretical grounds for future theory-driven empirical research to advance fair assessment practices in classrooms.