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Although there is consensus in the current literature that feedback plays a fundamental role to student performance and learning, there is debate about what makes it effective. Particularly, some assessment instruments, like the National Student Survey in the United Kingdom, reveal that evaluation and feedback are systematically among the areas that students are less satisfied with. The aim of this article is to describe the indirect feedback technique, which was devised and used by the principle author in his previous tenure as a professor at the University of Cadiz in Spain and to reflect on how it can be applied to overcome some of the limitations presented in a different context of practice. It is argued that indirect feedback meets many of the principles of good practice (facilitation of self-assessment skills, delivery of quality information about the students' learning, encouragement of dialogue, and improvement of teaching).

Student engagement within the development of learning analytics services in Higher Education is an important challenge to address. Despite calls for greater inclusion of stakeholders, there still remains only a small number of investigations into students' beliefs and expectations towards learning analytics services. Therefore, this paper presents a descriptive instrument to measure student expectations (ideal and predicted) of learning analytics services. The scales used in the instrument are grounded in a theoretical framework of expectations, specifically ideal and predicted expectations. Items were then generated on the basis of four identified themes (Ethical and Privacy Expectations, Agency Expectations, Intervention Expectations, and Meaningfulness Expectations), which emerged after a review of the learning analytics literature. The results of an exploratory factor analysis and the results from both an exploratory structural equation model and confirmatory factor analysis supported a two-factor structure best accounted for the data pertaining to ideal and predicted expectations. Factor one refers to Ethical and Privacy Expectations, whilst factor two covers Service Feature Expectations. The 12-item Student Expectations of Learning Analytics Questionnaire (SELAQ) provides researchers and practitioners with a means of measuring of students' expectations of learning analytics services.

Introduction: Our study aims at assessing the validity of summative criteria-referenced self-assessment in higher education, and in particular, if that validity varies when the professor counts self-assessment toward the final mark. Method: One hundred and twenty-two first year students from two groups in Teacher Education at the Universidad de Cadiz (Spain) participated in the study, each group following a different course in the same six-month period. The relevant difference between the two courses was that, in one of them, self-assessment was included among the assessment methods and counted for 5 per cent of the final mark. The professor was the only marker in the other course. Once the courses finished, participants completed a self-assessment questionnaire that included competences, learning results and contents, and were asked to give themselves a mark. Self-assessment data were compared with the marks given by the professor, and the 10 students with the highest discrepancies were interviewed. Results: In both groups, the students' self-assessments were higher than the marks given by the professor, with significantly higher differences in the students with poorer results and in the group in which self-assessment counted towards the final mark. In this group, no relationship was found between the professor's and the students' assessments. Discussion: When self-assessment does not count towards the final mark, students' and professor's assessments tend to be highly similar; when self-assessment counts towards the final mark, over and underestimations increase dramatically. The main reasons that we found for this are the desire to obtain the highest possible grades and the stress associated with self-assessment. Implications of implementing self-assessment in higher education are discussed. (Contains 3 tables.)

Whilst research on indecent image of children (HOC) offenders is increasing, little is known about HOC content. This paper presents a content analysis on the sexual actions depicted in a sample of 729 HOC from 26 offenders. Victims were most often White females aged around 9.5 years, with most offenders in the 18-24 age range, male and White. Most images show erotic posing with no sexual activity, with 13.4% presenting sexual activity by an adult on a child and 12.8% presenting sexual activity by a child on an adult. Explicit portrayals of physical aggression, humiliation or overt physical suffering were conspicuously rare. Few images depicted attempts to display pseudo affection towards the victim. Interactions were found in several variables between victims' age and gender and offenders' age and gender. The need to more fully understand the nature and content of HOC and their psychological significance are discussed. [ABSTRACT FROM AUTHOR]

Copyright of Adicciones is the property of Sociedad Cientifica Espanola de Estudios sobre el Alcohol and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The Problem Video Game Playing (PVP) scale, considered as one of the best measures for the assessment of the Internet Gaming Disorder (IGD), has been utilized for the diagnosis and analysis of this disorder but it is still unknown whether this or any other scale can be utilized equally for online and offline gaming. Young offline (n = 512) and online (n = 314) gamers completed a survey including the PVP, Severity of Dependence Scale, patterns of play, and other measures of playing to excess, and the psychometric and diagnostic properties of the PVP were analyzed and compared. The scale reliability, factorial validity and construct validity were similar in both samples and were adequate. We found a common pattern of relationships between answers to the scale and other measures of playing to excess, but online games presented a higher potential for the development of addictive problems. Suggestions regarding the concept and diagnosis of video game addiction are presented. [ABSTRACT FROM AUTHOR]

Although essential to professional competence in psychology, quantitative research methods are a known area of weakness for many undergraduate psychology students. Students find selecting appropriate statistical tests and procedures for different types of research questions, hypotheses and data types particularly challenging, and these skills are not often practiced in class. Decision trees (a type of graphic organizer) are known to facilitate this decision making process, but extant trees have a number of limitations. Furthermore, emerging research suggests that mobile technologies offer many possibilities for facilitating learning. It is within this context that we have developed StatHand, a free cross-platform application designed to support students' statistical decision making. Developed with the support of the Australian Government Office for Learning and Teaching, StatHand guides users through a series of simple, annotated questions to help them identify a statistical test or procedure appropriate to their circumstances. It further offers the guidance necessary to run these tests and procedures, then interpret and report their results. In this Technology Report we will overview the rationale behind StatHand, before describing the feature set of the application. We will then provide guidelines for integrating StatHand into the research methods curriculum, before concluding by outlining our road map for the ongoing development and evaluation of StatHand. [ABSTRACT FROM AUTHOR]

Copyright of Electronic Journal of Research in Educational Psychology is the property of Editorial of the University of Almeria (Spain) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this study, ROC and z-ROC parameters are applied in word recognition memory, with words classified according to frequency and class. In doing so, unbiased techniques can be used to assess hits and false alarms and to obtain standardized distributions for each experimental condition. Our results confirm the existence of differences in word recognition memory for experimental exposition time, type of words and other pre-experimental effects. These data are consistent with familiarity and recollection models when words' frequency is used, and with familiarity, recollection and dual-route models when words are organized according to class. Finally, we argue in favour of an interactive processing model (words organized according to frequency) versus a processing model nearer to modularity (words organized according to class).