Involvement in the assessment practice

Denne studien undersøker elevers opplevelse av medvirkning i vurderingspraksisen av muntlig kompetanse i engelsk i videregående skole. Elevmedvirkning kan sees på som en sentral faktor når det kommer til å styrke elevers læringsutbytte og motivasjon. Det er derfor svært verdifullt at elevene er involvert i sin egen læringsprosess, og vurdering er en viktig del av denne prosessen. Tidligere forskning har imidlertid vist at implementeringen av elevinvolvering i den formative vurderingspraksisen har vært ei utfordring. Hensikten med denne studien er derfor å bidra til videre innsikt i hvordan elevene selv ser på medvirkning. Dette er en mixed-methods-studie som benytter seg av en spørreundersøkelse og to fokusgruppeintervjuer for å undersøke fenomenet gjennom elevenes perspektiv. Deltakerne i studien er elever ved en urban videregående skole i Norge. Det kvantitative datamaterialet ble analysert ved bruk av deskriptiv statistikk, mens det kvalitative datamaterialet ble analysert gjennom en hermeneutisk-fenomenologisk tilnærming. Dette ga både et overblikk over de generelle tendensene og innsikt i de personlige opplevelsene av fenomenet. Funnene indikerer at elevene har et ønske om å bli mer inkludert i vurderingspraksisen enn de er på nåværende tidspunkt. Dessuten ser elevene på økt medvirkning som en måte å styrke deres læringsutbytte av muntlig kompetanse i engelsk på. Elevene beskriver deres egen forståelse som god, men samtidig uttrykker de en usikkerhet når det gjelder hva de faktisk blir vurdert på. Dette avslører en uoverensstemmelse i elevenes og lærernes fokus. Det blir derfor sett på som viktig å utvikle en felles forståelse og økt elevmedvirkning kan bidra til denne utviklingen. Implikasjonene av denne studien antyder at lærere bør fokusere på å utvikle en felles forståelse mellom dem selv og elevene på grunn av variasjoner i forståelsen av hva muntlig kompetanse innebærer. Økt elevinvolvering gjennom å utvikle mål og kriterier og mer dialogbaserte tilbakemeldinger blir sett på som nyttige tiltak for å styrke elevers læringsutbytte.This study examines students’ perceptions of involvement in the assessment practice of oral competence in English in upper secondary school. Student involvement can be seen as a key factor when it comes to enhancing students’ learning outcome and motivation. It is therefore of high value that the students are involved in their own learning process, which assessment is a central part of. Previous research has however shown that the implementation of student involvement in formative assessment has been a challenge. The purpose of this study is therefore to provide further insight into how the students themselves perceive involvement. This is a mixed-method study which employs a survey and two focus group interviews to examine the phenomenon through the students’ perspective. The participants of the study are students in an urban upper secondary school in Norway. The quantitative data material was analysed using descriptive statistics while the qualitative data material was analysed using a hermeneutic phenomenological approach. This provided both an overview of the general tendencies and insight into personal experiences of the phenomenon. The findings suggest that students have a wish to be more involved in the assessment practice than they are at the present point. Moreover, the students see increased involvement as a way to enhance their learning outcome of oral competence in English. The students report their understanding of the subject as good, but at the same time they express uncertainty as to what they are actually assessed by. This reveals a discrepancy between the focus of the students and the teachers. It is therefore seen as important to develop a shared understanding, and increased student involvement could contribute to this development. The implications of this study suggest that teachers need to focus on developing a common understanding between themselves and their students due to the variation in perceptions of what oral competence comprises. Increased involvement in developing goals and criteria and more dialogue-based feedback are seen as beneficial measures to strengthen students’ learning outcome

Scandinavian clinical practice guideline on fluid and drug therapy in adults with acute respiratory distress syndrome.

To access publisher's full text version of this article, please click on the hyperlink in Additional Links field or click on the hyperlink at the top of the page marked Files. This article is open access.The objective of the Scandinavian Society of Anaesthesiology and Intensive Care Medicine (SSAI) task force on fluid and drug therapy in adults with acute respiratory distress syndrome (ARDS) was to provide clinically relevant, evidence-based treatment recommendations according to standards for trustworthy guidelines.The guideline was developed according to standards for trustworthy guidelines, including a systematic review of the literature and use of the GRADE methodology for assessment of the quality of evidence and for moving from evidence to recommendations.A total of seven ARDS interventions were assessed. We suggest fluid restriction in patients with ARDS (weak recommendation, moderate quality evidence). Also, we suggest early use of neuromuscular blocking agents (NMBAs) in patients with severe ARDS (weak recommendation, moderate quality evidence). We recommend against the routine use of other drugs, including corticosteroids, beta2 agonists, statins, and inhaled nitric oxide (iNO) or prostanoids in adults with ARDS (strong recommendations: low- to high-quality evidence). These recommendations do not preclude the use of any drug or combination of drugs targeting underlying or co-existing disorders.This guideline emphasizes the paucity of evidence of benefit - and potential for harm - of common interventions in adults with ARDS and highlights the need for prudence when considering use of non-licensed interventions in this patient population.Scandinavian Society of Anaesthesiology and Intensive Care Medicine (SSAI

Assessment during COVID-19: Students and Teachers in Limbo When the Classroom Disappeared

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The presence and regulation of connective tissue growth factor in the human endometrium

The potential of a solid-phase asymmetric resin-capture-release strategy for high-throughput synthesis has been evaluated. Fukuzawa's Sm(II)-mediated, asymmetric approach to γ-butyrolactones was selected to illustrate the feasibility of such a process. α,β-Unsaturated esters immobilised on an ephedrine chiral resin have been applied in an asymmetric approach to γ-butyrolactones. Lactone products are obtained in moderate isolated yields with selectivities up to 96% ee. In addition, we have shown that the ephedrine resin can be conveniently recovered and recycled although in some cases lower yields were obtained on reuse of the chiral resin. A short synthesis of a moderate DNA-binding microbial metabolite using asymmetric resin-capture-release is also described

Endometrial apoptosis and neutrophil infiltration during menstruation exhibits spatial and temporal dynamics that are recapitulated in a mouse model.

Abstract Menstruation is characterised by synchronous shedding and restoration of tissue integrity. An in vivo model of menstruation is required to investigate mechanisms responsible for regulation of menstrual physiology and to investigate common pathologies such as heavy menstrual bleeding (HMB). We hypothesised that our mouse model of simulated menstruation would recapitulate the spatial and temporal changes in the inflammatory microenvironment of human menses. Three regulatory events were investigated: cell death (apoptosis), neutrophil influx and cytokine/chemokine expression. Well-characterised endometrial tissues from women were compared with uteri from a mouse model (tissue recovered 0, 4, 8, 24 and 48 h after removal of a progesterone-secreting pellet). Immunohistochemistry for cleaved caspase-3 (CC3) revealed significantly increased staining in human endometrium from late secretory and menstrual phases. In mice, CC3 was significantly increased at 8 and 24 h post-progesterone-withdrawal. Elastase+ human neutrophils were maximal during menstruation; Ly6G+ mouse neutrophils were maximal at 24 h. Human endometrial and mouse uterine cytokine/chemokine mRNA concentrations were significantly increased during menstrual phase and 24 h post-progesterone-withdrawal respectively. Data from dated human samples revealed time-dependent changes in endometrial apoptosis preceding neutrophil influx and cytokine/chemokine induction during active menstruation. These dynamic changes were recapitulated in the mouse model of menstruation, validating its use in menstrual research