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With the increasing mining depth of mineral resources, the temperature and pressure of the underground environment are also on the rise, which puts forward strict requirements for the performance of fidelity coring tools. To promote the development of such tools, a comprehensive high-temperature and high-pressure test platform for deep in-situ fidelity coring tools was constructed, and its working principle was described in detail. In addition, four key functional modules of the test platform were developed. On the basis of the principle of gas-liquid pressurization and the burst failure criterion of pressure vessel, a mechanical module integrating the functions of pressurization and pressure maintaining was designed. The heating and insulation module was developed by using a U-shaped highspeed heater and electromagnetic induction heating technology. The innovation utilized coil cooling technology to achieve effective cooling and pressure relief. Furthermore, the working performance of the test platform was studied experimentally. The designed test platform could run stably for more than 110 min under test conditions of high pressure and temperature of 140 MPa and 150 °C, respectively, and it could maintain a stable pressure and temperature at 200 MPa and 160 °C for more than 182 min. Under the high pressure condition of 220 MPa, the pressure remained stable within 140 min, without any fluid leakage. Therefore, the test platform designed in this study can provide experimental conditions of high pressure and high temperature for the research of fidelity coring tools, which is of great significance for the accurate evaluation and safe exploitation of deep mineral resources. [ABSTRACT FROM AUTHOR]

A small minority of Irish students attend fee-charging second-level schools. However, media analyses of the backgrounds of those students who go on to more sought-after tertiary educational institutions or degree courses suggest that a disproportionate number of them were attendees at fee-charging schools. There are a few reasons why this might be the case. In this analysis, the longitudinal data points of the Growing Up in Ireland (GUI) study are exploited to weigh up the evidence behind differing explanations. An estimated measure of Leaving Certificate success was generated for 3105 participants in wave 4 of the GUI. From waves 1 and 2, the ability of those participants was calculated based on their performance in several standardised tests taken prior to attending second-level school. The analysis found that while the students who attended fee-charging schools were about 9% ahead in Leaving Certificate performance, they had roughly the same lead in measured ability on entry into the second-level schools. The analysis found a significant but marginal positive effect on attending private schools. This result is in line with the general international findings. Ireland's hybrid funding structure for fee-paying schools is discussed. Gender and household income effects were noted. [ABSTRACT FROM AUTHOR]

Quality education is an effective instrument for promoting economic development. It equips individuals with the skills and knowledge necessary to secure improved employment, achieve higher earnings and contribute to the economy. This study critically analyses the relationship between economic development and Sustainable Development Goal 4 (SDG 4) – Quality Education within the context of education for sustainable development. It aims to explore the dearth of traditional economic development paradigms in promoting holistic human well-being and propose alternative approaches that prioritise high-quality education to achieve sustainable development. This study draws on the sustainable development concept articulated and expanded by various scholars in the literature that was reviewed. It further explores the principles of education for sustainable development (ESD) as outlined by UNESCO and analyses various economic frameworks such as the Green Economy, Well-being Economics and Doughnut Economics. As a conceptual study, the researcher reviewed existing literature on economic development, sustainable development and education. The study synthesises findings from various studies to critically analyse the interplay between economic growth and quality education. Furthermore, the findings emphasise the potential of ESD in promoting sustainable development. The analysis reveals that traditional economic development paradigms, which focus heavily on GDP growth, often neglect social equity and environmental sustainability, thereby resulting in a failure to advance holistic human well-being. In contrast, integrating quality education as a core component of development strategies may significantly contribute to the progress towards sustainable development. Education empowers individuals, by equipping the with knowledge and skills, encourages critical thinking and promotes environmental stewardship. As a result, education helps to align economic operations with broader social and environmental objectives. This study emphasises the need for policymakers to embrace holistic and inclusive approaches for economic development that give priority to quality education. Reforms in educational systems are necessary to prioritise critical thinking and sustainability. Additionally, investments should be made in teacher training and interdisciplinary learning. The findings support the need to transition from growth-centric development models that prioritise economic growth to models that consider and balance economic, social and environmental objectives, ensuring a future that is both sustainable and equitable. [ABSTRACT FROM AUTHOR]

Despite a large amount of critical research literature, traditional examinations continue to be widely used in higher education. This article reviews recent literature in order to assess the role played by the approaches adopted by researchers in the gap between research on exams, and the way exams are used. Viviane Robinson's 'problem-based methodology' focuses on the need for researchers to engage with the challenges and priorities of practitioners. Drawing on Robinson's approach, the article investigates how the strengths and weaknesses of exams and their alternatives are framed in the literature published between 2016 and 2021. The article concludes that there is an absence of evidence about how and why practitioners make decisions about assessment. This hinders the ability of assessment researchers to appropriately connect their work with the assessment challenges practitioners face. To make a difference, assessment research needs to live in the real world; a world which, at least as far as practitioners' assessment decisions are concerned, we do not yet sufficiently understand. [ABSTRACT FROM AUTHOR]

Highly-enrolled fully online lectures and laboratory classes in Anatomy and Physiology, and higher-level Histology courses, were used to calculate R-squared values that could be linked to how the study method chosen by students impacted their exam grades. Student performance on major exams containing only T/F and multiple-choice questions exhibited better exam results, as did the R-squared values for those who studied using tiny quizzes at a slow pace rather than those who studied with them at a fast pace, indicating that learning was done using the flashcard method. There was a difference in grade distribution, with a peak in the A category for the slow pace quiz group, to a peak in the B category for the fast pace group. The use of Respondus with Blackboard also permitted video observation of students following the submission of exams, which did not indicate that any major cheating efforts or use of AI had taken place during major exams. The lack of evidence for cheating or AI usage makes the observation of higher R-squared values from the slow-paced quiz method a significant factor in future online course design. [ABSTRACT FROM AUTHOR]

Darunee Sripadungkul,1,&ast; Raya Thanayongpibul,1 Cattleya Kasemsiri,1,&ast; Phanthipha Wongwai,2 Sutida Boonkamjad,1 Duangned Litu1 1Department of Anesthesiology, Faculty of Medicine, Khon Kaen University, Khon Kaen, Thailand; 2Department of Ophthalmology, Faculty of Medicine, Khon Kaen University, Khon Kaen, Thailand&ast;These authors contributed equally to this workCorrespondence: Cattleya Kasemsiri, Department of Anesthesiology, Faculty of Medicine, Khon Kaen University, Khon Kaen, 40002, Thailand, Tel +66-081-5480283, Email cattth@kku.ac.thPurpose: Ophthalmologic examinations under anesthesia (EUA) were employed in pediatric patients due to lower cooperation levels and associated discomfort during comprehensive eye examinations. There remains uncertainty regarding the necessity of intravenous (IV) placement during general anesthesia. The primary aim of the study is to investigate the impact of general anesthesia, with and without IV access, on operation time in pediatric patients undergoing EUA. Secondary objectives include assessing cardiovascular and respiratory complications and measuring parental satisfaction in both the IV and No IV groups.Patients and Methods: This prospective observational analytic study, conducted as a cross-sectional study, took place between October 2019 and October 2020, in Department of Anesthesiology, Faculty of Medicine, Khon Kaen University, Thailand. We included healthy pediatric patients aged 2 to 7 years undergoing elective ambulatory EUA.Results: Eighty-two patients, with 41 in the IV group and 41 in the No IV group, were enrolled and included for analysis. The No IV group showed a significantly shorter median operation time (7.99 (6.63, 9.36) minutes) compared to the IV group (10.9 (9.05, 12.28) minutes), with a median difference of − 2.74 minutes (95% CI − 3.76, − 1.69, p < 0.001). In both groups, no cardiovascular or respiratory complications occurred, and there was no need for emergency IV access or drug administration. Children without IV access had higher parental satisfaction in extreme satisfaction (100% vs 48.78%; p < 0.001).Conclusion: Providing general anesthesia for EUA without IV access in healthy pediatric patients, leading to shorter operation times and heightened parental satisfaction, can be conducted safely.Clinical Trial Registration Number: The trial registration number is TCTR20191021001 from the Thai Clinical Trials Registry.Keywords: anesthesia, catheters, examinations, eye, operative, pediatrics, time

In 2020, Covid-19 forced the cancellation of all student end-of-school examinations in England. Schools were asked to provide centre assessment grades (CAGs), offering their best estimates for what students would have achieved had they sat their examinations. Although initially replaced in favour of grades calculated via an algorithm, students were eventually awarded their CAGs following widespread public outcry over the calculated grades. Whether CAGs were unfairly awarded across different student groups and schools in 2020 compared to previous years is a key question. However, existing analyses of bias in CAGs are limited by a lack of attention to potential interactions between student characteristics and thus to hidden differential grade inflation across intersectional groups. We addressed this by examining student GCSE performance in 2018, 2019 and 2020 via a Multilevel Analysis of Individual Heterogeneity and Discriminatory Accuracy (MAIHDA) analysis of intersectional sociodemographic variation which we cross-classified with schools given their role in generating CAGs. Overall, a picture of stability emerged where, despite substantial overall grade inflation in 2020, the use of CAGs did not appear to have generated new or divergent intersectional relationships in comparison to previous years, suggesting CAGs showed a similar susceptibility to bias as normal examinations. [ABSTRACT FROM AUTHOR]

Phenomenon: This article reports the under-researched presentation of demographic, social, and economic diversity in medical school examination questions. Approach: The present study audited 3,566 pre-clinical and clinical multiple-choice and short answer examination questions in the same year (2018) from three medical schools in two continents to review the diversity of patients portrayed. The audit was based on an extension of Critical Race Theory beyond race and ethnicity to include pertinent social determinants of health. Findings: Patients were presented in 1,537 (43.1%) of the audited examination questions. Apart from age (89.4%) and binary genders (93.9%), other diversity characteristics were rarely portrayed (ethnicity 7.2%, relationship status 1.9%, sexual identity 1.1%, socio-economic status 0.5%, geographic residence 0.1%, disability 0.1%), or not at all (non-binary genders; residency status; religion/spirituality). Insights: While presenting excessive and unnecessary patient characteristics in examination questions should be avoided, the absence of many diversity aspects may reduce examination authenticity and defeat the teaching of diversity in medicine. Medical schools should consider a routine audit and reasonable improvement of the diversity features of patients in examination questions to support teaching and learning activities addressing patients' diversity. [ABSTRACT FROM AUTHOR]

Between December 1855 and March 1856, a public dispute raged, in British national newspapers and locally published pamphlets, between two teachers at the University of Oxford: the mathematical lecturer Francis Ashpitel and Bartholomew Price, the professor of natural philosophy. The starting point for these exchanges was the particularly poor results that had come out of the final mathematics examinations in Oxford that December. Ashpitel, as one of the examiners, stood accused of setting questions that were too difficult for the ordinary student, with the consequence that, in Price's view, further mathematical study in Oxford – never as robust as in Cambridge – would be discouraged. We examine this short-lived affair, and use it not only to gain insight into the status of mathematical study in Oxford in the mid-nineteenth century, but also to point towards the increasing importance of competitive examinations in British public life at that time. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic accelerated the shift to online assessment, prompting debates over validity, security, and increasingly the impact of Artificial Intelligence (AI) tools, especially generative AI, on traditional examination methods. This paper explores perceptions of the evolving landscape of online assessment and the role of AI within higher education, building on work conducted at the University of London and the Open University UK. Workshops used speculative methods to envision potential future scenarios and gather perspectives. These revealed a complex, ambivalent outlook on online assessment and AI's role in education. The paper highlights the polarised views surrounding AI, ranging from ethical concerns about academic integrity and unfair advantages to opportunities for enhancing learning and inclusivity in assessment practices. Our findings reflect attitudes of students and educators towards AI and online assessment, identifying key themes such as ethics and integrity, the need for redesigning assessments, issues of diversity and inclusion, and the dependencies required for successful integration of AI. Participants highlighted both the potential benefits of AI in creating more authentic and personalised assessment experiences and the risks of exacerbating inequalities and undermining institutional credibility. The paper underscores the urgent need for a balanced approach to AI and online assessment in educational policy and practice, emphasising inclusive, ethical, and innovative approaches to navigate the challenges and opportunities presented by these technological disruptors. [ABSTRACT FROM AUTHOR]

Reform creators, government and local government authorities often uncritically accept the results of external examinations as measures of the effectiveness of school teaching. The method of assessing the work of teachers and schools using exam results is often questioned not only by teachers themselves, but also by some academic educators, especially critical ones, who point to non-school causes of differences in achievement, e.g. related to the environment. The article presents the interpretation of the results of the 8th grade exam as dependent on an extracurricular parameter - the wealth of local communities. At the same time, it highlights the need to treat the school as an autonomous institution for which recommendations to improve the quality of work must take into account the status of the local environment. This approach is a continuation of the measurement of the level of school competences carried out in districts managed by local governments, taking into account family capital (in the form of parents’ education). [ABSTRACT FROM AUTHOR]

Assessment is inevitable in any kind of formal education because it provides an idea of the amount of learning achieved to both the students and the instructors. Assessment has undergone a drastic change in its form and nature owing to the COVID-19 intervention. During the pandemic, most traditional assessments were reframed to suit to the online mode of conduct. Hence, the typed examinations came into picture replacing the written examinations. Though the students were not trained for the typing exams, they were enforced to take up typed examinations as there was no choice available during that time. This study intends to understand the students' perceptions with respect to written examinations and typed examinations to identify the preferred mode of giving the examinations. A survey questionnaire comprising closed ended questions on a 5-point Likert was used to get the inputs from the students at Gulf University, Bahrain. Descriptive statistics methodology was adopted after carrying out the Cronbach's alpha, Pearson's chi square tests and linear regression on the data. The Statistical Package for Social Sciences (SPSS) v21 was employed for data analysis. The results of the study suggest that the students prefer typing examinations for the ease of typing speed, proficiency in online reading skills, and typing function awareness. The scope of the study is to recommend bringing in the necessary changes in the policies and practices abiding the typing examinations to sustain the preferred mode in an ethical manner. Plus, it suggests addressing the challenges pertaining to the less preferred mode of examinationshandwritten examination for improvisation and further enhancement. [ABSTRACT FROM AUTHOR]

Concussions are an important issue facing the short- and long-term health of athletes. News media play an important role in shaping public perceptions of concussions. However, such coverage often provides inaccurate information, disinformation, and/or trivializes concussions. To address the problem, the Concussion Legacy Foundation (CLF) provides workshops to teach journalists to responsibly report about concussions during live and post-competition coverage. Spearheaded by journalism instructors, the present study tested the effectiveness of the workshops through an experiment with 90 college journalism students. Students who completed the training showed improvement in scores on a "concussion in sport" literacy exam. They also performed better on the examination than students in a control condition. Results suggest the training is effective and could be standardized for those studying to work in the field of sports journalism. [ABSTRACT FROM AUTHOR]

Students born in the days before the school-entry cutoff date are one year younger at school entry than their counterparts born in the days following the cutoff, which causes an achievement gap between the youngest and oldest students within each cohort. I assess this so-called relative age effect in the Spanish context, where the school-entry rule is strictly enforced. By means of a sharp Regression Discontinuity Design, I report a remarkable effect in fourth grade that is still visible in eighth grade. The heterogeneity of the effect by social origin and gender is explored. Following the compensatory advantage model, I reason that the relative age effect should be smaller among high-SES students when assessing academic outcomes that might endanger the probability of attaining higher education (such as repetition), but not for low-stakes external examinations. I confirm this expectation. As for gender, I argue that the relative age effect might be lower among girls either because younger girls are not ever affected by their birth month or because they are better able to catch up with their older peers than boys. I provide evidence supporting this second hypothesis. [ABSTRACT FROM AUTHOR]

Through this article, we aim to draw attention to the implications that light has on the writing support (paper) and substance used to write (ball point pen ink) and, implicitly, on the conclusions that result from their forensic examinations. It is known that, over time, due to different ways of preserving documents, both paper and ball point pen ink undergo (more or less) transformations of their physical and chemical properties that influence the results of certain examinations, carried out at different time periods (both regarding the period elapsed from the preparation of the document to its forensic examination, as well as that between successive forensic examinations of the same document). These factors must be taken into account by the forensic expert in formulating the working hypotheses that will form the basis of the forensic conclusions. We mention that we will only refer to a non-invasive, non-destructive analysis of these materials used in the preparation of documents (without chemical analyses). In order to carry out this study, we resorted to an experiment, by making samples and observing them through visual and comparative analysis, making deductive and inductive reasoning. Also, the study of the relevant specialized materials constituted an important pillar of this study. Thus, it is necessary for the examiner in the field not to prejudge the case, but to carry out in-depth examinations trying to overcome the known barriers. [ABSTRACT FROM AUTHOR]

Copyright of Mersin University School of Medicine Lokman Hekim Journal of History of Medicine & Folk Medicine is the property of Mersin University School of Medicine 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.)

Copyright of Shedet is the property of Shedet 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.)

Portfolio assessment is a method used by teachers to evaluate their students' academic performance by giving them several assignments and/or projects to work on during the semester. This is one alternative to exams which are an assessment tool seldom questioned for its validity and efficacy. This study seeks to scrutinize both of the mentioned methods of assessment and determine which is more accurate and viable to be adopted in tertiary education. A cohort of sixty 20–22-year-old university students in the College of Engineering at the American University of Sharjah participated in this study. They were required to complete a questionnaire comprising 12 questions concerning the academic, mental health, and professional benefits that students can enjoy as a result of being tested by means of portfolio assessment instead of exams. The research question is as follows: Is portfolio assessment a generally more viable method of evaluating university students' academic performance than exams in terms of the potential academic, mental health, and professional benefits which such an assessment affords students? Overall, portfolio assessment was found to be a much more appropriate method of assessing university students than exams. The results of the study have implications for university professors, education experts, and examiners. [ABSTRACT FROM AUTHOR]

Code-switching (CS) is common in multilingual classrooms, yet it is usually treated as a 'taboo' in English First Additional Language classrooms in South Africa. This article explored the experiences of English First Additional Language teachers in using CS in high schools. This qualitative case study purposefully selected four high school teachers in one education district in KwaZulu-Natal. Data were generated through semi-structured interviews and semi-structured classroom observations. This study was underpinned by the Communication Accommodation Theory, which found that English teachers use CS in their classroom engagements to eradicate confusion and misunderstanding, attain lesson objectives, enhance learner performance, and create a conducive learning environment. These teachers use CS as a remedial, teaching, and accommodation strategy. There was also a concern and fear that CS might hamper language development and lead to failure of assessments and examinations. Also, the schools' language policies are silent about CS. Given the findings, the researchers recommend that schools and education departments' language policies take a stance and adopt CS as one of the teaching techniques teachers can use to teach English First Additional Language. [ABSTRACT FROM AUTHOR]

The use of artificial intelligence (AI) by students has recently been made a key topic among educators because of the potential to transform students' learning experiences. However, the use of AI‐based software by instructors has not received the same level of consideration despite its recent accessibility and prevalence. This contribution discusses the benefits, challenges, and limitations of commercial AI‐based software (Gradescope®) for grading summative, short answer practical examinations in an undergraduate gross anatomy course. While the integration of Gradescope® in grading practical examinations reduces time and perceived instructor biases, it might erode personal relationships between students and instructors, especially with regard to individual feedback. Future research should assess best practices for incorporating AI technology into course grading considering the challenges and trade‐offs to students and instructors. [ABSTRACT FROM AUTHOR]

Introduction: This study investigates the log data and response behavior from invigilated in-person electronic timed exams at the University of Veterinary Medicine Hannover, Foundation, Germany. The primary focus is on understanding how various factors influence the time needed per exam item, including item format, item difficulty, item discrimination and character count. The aim was to use these results to derive recommendations for designing timed online distance examinations, an examination format that has become increasingly important in recent years. Methods: Data from 216,625 log entries of five electronic exams, taken by a total of 1,241 veterinary medicine students in 2021 and 2022, were analyzed. Various statistical methods were employed to assess the correlations between the recorded parameters. Results: The analysis revealed that different item formats require varying amounts of time. For instance, image-based question formats and Kprim necessitated more than 60 s per item, whereas one-best-answer multiple-choice questions (MCQs) and individual Key Feature items were effectively completed in less than 60 s. Furthermore, there was a positive correlation between character count and response time, suggesting that longer items require more time. A negative correlation could be verified for the parameters "difficulty" and "discrimination index" towards response time, indicating that more challenging items and those that are less able to differentiate between high- and low-performing students take longer to answer. Conclusion: The findings highlight the need for careful consideration of the ratio of item formats when defining time limits for exams. Regarding exam design, the literature mentions that time pressure is a critical factor, since it can negatively impact students' exam performance and some students, such as those with disabilities, are particularly disadvantaged. Therefore, this study emphasizes finding the right time limits to provide sufficient time for answering questions and reducing time pressure. In the context of unsupervised online exams, the findings of this study support previous recommendations that implementation of a stringent time limit might be a useful strategy to reduce cheating. [ABSTRACT FROM AUTHOR]

Assessment is viewed as an important means to understand learners' performance in the learning process. A good assessment method is based on high-quality examination questions. However, generating high-quality examination questions manually by teachers is a time-consuming task, and it is not easy for students to obtain question banks. To solve this issue, this study proposes an automatic high-quality question generation system based on natural language processing and Topic Model. A two-stage test-question generation method (sentence selection and neural question generation) is proposed in this study. We apply multisource teaching materials to select declarative sentences, and then a neural question generation model called topic-embedding question generation (TE-QG) is employed to generate high-quality examination questions. This model is based on attention and the pointer-generator mechanism. The experimental results show that the sentence selection method can select sentences that meet the key points of the course, and the performance of the TE-QG model outperforms those of existing NQG models. [ABSTRACT FROM AUTHOR]

The aim of this research was to investigate whether a post-pandemic return to more face-to-face teaching was any more effective than during-pandemic online teaching, using examination results as an indicator. It compares the two middle years of a four-year undergraduate degree in English as a Foreign Language over two consecutive years. Year 1 saw 73% of the time spent online teaching and learning, while Year 2 spent 25%. The relative effects on the examination results of more versus less online were compared. The participants were 105 Methodologists (future teachers) and 272 Translators (N = 377), predominantly female (83%). Entry scores were checked to ensure the similarity of the cohorts. Examinations were taken twice a year. On one course, more online yielded better performance on both occasions. On three others, more online yielded better performance in the Winter but equivalent performance in the Summer. Of 24 Effect Sizes (ESs), only 3 were in favour of more offline. The average ES was 0.10 in favour of more online, 0.21 in Winter and 0.05 in Summer. Thus, more online learning was modestly more effective than less online learning. This had implications for course designers/university managers in terms of the degree of return to face-to-face learning. [ABSTRACT FROM AUTHOR]

Compliance with any policies, laws and regulations, including university compliance with quality assurance mechanisms globally, depends on the practicability of those mechanisms. Like other countries, Tanzania has quality assurance mechanisms that require universities to comply. However, the existing audit reports have shown non-compliance cases to such mechanisms. This study sought to explore the practicability of the existing quality assurance mechanisms in promoting universities’ compliance in Tanzania. The documentary reviews, interviews, and focus group discussions were used to collect data from the 4 universities and 46 students, academics, and quality assurance directors and officers as a sample size selected purposively. The data were analysed through content analysis. The findings revealed that the existing quality assurance mechanisms are generally practicable; however, there are quality assurance requirements with practicability challenges due to contextual factors. Such requirements include senior academics in administrative duties, academics’ promotion, academics’ recruitment, inclusive and participatory teaching approaches, requirements with extra financial costs, examination scripts’ marking, and invigilation restrictions. This study concludes that the practicability challenges of some quality assurance mechanisms are one reason for non-compliance cases at some Tanzanian universities. It recommends that key stakeholders be involved in establishing mechanisms, and all contextual factors must be addressed to enhance practicability. [ABSTRACT FROM AUTHOR]

Copyright of Dirasat: Educational Sciences is the property of University of Jordan 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.)

Copyright of International & Comparative Education is the property of International & Comparative Education Editorial, Beijing Normal University 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.)

Feedback information can be a powerful influence on learning, yet there is currently insufficient understanding of the cognitive mechanisms responsible for these effects. In this exploratory study, students (N = 279) received teacher feedback on a practice exam paper, and a few days later we assessed the amount and type of feedback information they successfully remembered. Overall, students performed relatively poorly, recalling on average just 25% of the coded feedback comments they had received. We found that students were more likely to remember critique comments over praise, and more likely to recall critique that was process-focused rather than task-focused. In contrast with recent laboratory studies, though, we found minimal evidence of a memory advantage for evaluative critique over directive critique. We call for greater understanding and measurement of learners' cognitive processing of feedback information, as a means to develop more robust scientific accounts of how and when feedback is impactful. [ABSTRACT FROM AUTHOR]

The importance placed on passing Senior Secondary School Certificate Examinations (SSCE) in Nigeria has led to the emergence of 'Miracle Examination Centres' (MECs). MECs are schools where candidates get undeserving excellent SSCE results through institutionally enabled malpractice. This undermines the Nigerian education sector and its leadership. But well-researched empirical evidence on MECs in Nigeria is scarce. Through a reconnaissance technique (recce), we provide new evidence on MECs' activities, including their nature and patronage, while providing informed remedial pointers that can be harnessed by the education sector leadership. Interviews were conducted with 97 persons, comprising community members, teachers, and school owners across 16 communities in four study sites (Abuja, Anambra, Edo, and Kogi), and data were supported by observations. Elicited data were thematically analysed. Findings show that MECs were more interested in rents (informal and undue fees) by compromising SSCE standards and less interested in academic training. Community members were aware of the activities of MECs and could readily identify or discuss them. We uncovered the adopted processes in facilitating this kind of malpractice. A feasible strategy to address MECs and similar examination fraud syndicates across countries is for the education sector leadership to strategically focus on the demand and supply sides. [ABSTRACT FROM AUTHOR]

Reading comprehension involves understanding and interpreting information in written texts and constitutes a minimum academic 'threshold' that impacts broader education. Developing strong reading skills is particularly challenging for non-native readers because of the dual need for strong linguistic skills and efficient strategy use. This study focused on teaching English reading in Senegal, where most students are non-native speakers of the language and often perform poorly on national reading examinations, suggesting that how English reading is taught needs improvement grounded in best practices. 54 Senegalese EFL teachers completed an online survey eliciting their backgrounds and training, classroom profiles, knowledge and frequency of use of instructional practices and beliefs about the effectiveness of and rationale for various practices. Teachers were aware of most basic strategies, but many lacked familiarity with concepts associated with modern (cognitive) approaches to reading. Though some effective techniques were widely used, teachers' reasons for using them did not always align with research, suggesting that teachers may misunderstand them. The article concludes with recommendations for improving EFL teacher training and instruction, such as a greater focus on interactive questioning and activities with an instructional (not assessment) focus that are applicable in Senegal and other developing nations. [ABSTRACT FROM AUTHOR]

Aim: To investigate the impact of changing from in‐person written assessments to open‐book online assessments and assess grade inflation, student preferences and potential cheating. Materials and Methods: Data from the Master of Clinical Dentistry in Fixed and Removable Prosthodontics (MClinDent FRP) postgraduate programme in dentistry was analysed. A comparison was made between the results from 3 years of traditional format written examinations (2017–2019) and the same examinations in an open‐book online format over 2 years (2020 and 2021). Results: A comparison of assignment grades (all in open‐book online format) over the 5 years 2017–2021 showed no significant difference in mean grades, suggesting the academic ability of each cohort was similar. The examination results increased by 2.5% (2020) and 1.9% (2021) compared with the equivalent data from 2017 to 2019. This shows modest grade inflation, which was highly significant (t 4.73, df 937, p <.00001) due to the change in format but suggests that no widespread collusion was taking place to raise the grades. Student feedback strongly endorsed the open‐book online format and was of the opinion that it was less stressful. Conclusions: The move to open‐book examinations was supported by student feedback, and the comparison of results, while showing an expected grade inflation, did not provide evidence that cheating was taking place through enhanced examination grades. [ABSTRACT FROM AUTHOR]

Self-regulated learning (SRL) has been viewed as a critical skill for learner success in MOOCs, but due to methodological limitations of self-reported measures, the relationship between SRL and learner performance remains unquantified. Therefore, this study sought to investigate how SRL impacted learner performance in MOOCs by linking clickstream data about SRL to learner performance variables. Following a social cognitive perspective of SRL, learner traces were categorized into three phases including forethought, performance/volition control, and self-reflection phase. Then separate multiple linear regression analyses were performed to examine the relationship between SRL traces in each phase and learner performance variables (e.g., quizzes scores and forum participation record). The findings of this study indicated that SRL traces in performance/volition control and self-reflection phases positively predict learners' quizzes scores. In addition, SRL traces in each of the three phases were significantly correlated to learners' forum participation, despite a small effect of the model. Particularly, self-reflective traces negatively predicted learners' forum participation but SRL traces in the other two phases had a positive relationship with the outcome variable. Practical implications about supporting learners in MOOCs are discussed in the end. [ABSTRACT FROM AUTHOR]

In response to COVID-19, universities worldwide experienced drastic and sudden changes including the need to shift to online teaching and assessment. Following previous research suggesting that individual differences in typing skills could influence text quantity and quality, we investigated whether university students' typing speed is related to their performance in an online written exam, considering that low typing skills could potentially be disadvantageous. To this end, first-year university students participated in a copy-typing task immediately after completing a graded online exam. Results show a trend toward a triangular relationship between typing speed, text length and exam performance. Despite coefficients being small, this approach allows unique insights into externally valid data of university students' typed free text production in an authentic online exam situation. Our findings emphasize the need for more research into this highly variable skill in order to understand and minimize unwanted interindividual differences that could possibly influence exam outcomes. [ABSTRACT FROM AUTHOR]