Assessment, evaluation and quality assurance: implications for integrity in reporting academic achievement in higher education

The terms assessment, evaluation and quality assurance have various interpretations in higher education. The first two, assessment and evaluation, share considerable conceptual ground and interconnected histories. Quality assurance, on the other hand, is a more recent development. The issue of academic achievement standards in particular has significant implications for quality assurance. The first half of this article provides a selective broad-brush outline of the topics just described. The second half is about an emerging concept, grade integrity, which is focused on the trustworthiness of course grades recorded on student academic transcripts. This focus serves as a platform to illustrate: how difficult issues can be analysed; why established conventions and assumptions need to be challenged; and how ways forward can be sought out and thought through. The context for the paper is higher education but the principles also apply to other educational sectors

Is Social Psychology Really Different?

Gergen (1976), outlines a number of problems that make it difficult to apply general social psychological the ories, or to assess their validity unequivocally. These dif ficulties are not unique to social psychology, however. The application of general scientific principles has never been a simple matter, not even in the well-established physical sci ences. Moreover, there are formidable difficulties in asses sing general theoretical propositions in every field of in quiry, since empirical procedures will inevitably depend on assumptions about local field conditions, the adequacy of meas urement techniques, and the like. As a consequence, if re sults are inconsistent with theoretical expectations, there will always be some uncertainty as to where the problem lies. Social psychologists should not assume that their difficulties are totally unlike those encountered in other fields of sci entific inquiry. The problems raised by Gergen do not, con sequently, rule out the possible development and application of general social psychological theories.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/69124/2/10.1177_014616727600200417.pd

Whole-genome sequencing reveals host factors underlying critical COVID-19

Critical COVID-19 is caused by immune-mediated inflammatory lung injury. Host genetic variation influences the development of illness requiring critical care1 or hospitalization2,3,4 after infection with SARS-CoV-2. The GenOMICC (Genetics of Mortality in Critical Care) study enables the comparison of genomes from individuals who are critically ill with those of population controls to find underlying disease mechanisms. Here we use whole-genome sequencing in 7,491 critically ill individuals compared with 48,400 controls to discover and replicate 23 independent variants that significantly predispose to critical COVID-19. We identify 16 new independent associations, including variants within genes that are involved in interferon signalling (IL10RB and PLSCR1), leucocyte differentiation (BCL11A) and blood-type antigen secretor status (FUT2). Using transcriptome-wide association and colocalization to infer the effect of gene expression on disease severity, we find evidence that implicates multiple genes—including reduced expression of a membrane flippase (ATP11A), and increased expression of a mucin (MUC1)—in critical disease. Mendelian randomization provides evidence in support of causal roles for myeloid cell adhesion molecules (SELE, ICAM5 and CD209) and the coagulation factor F8, all of which are potentially druggable targets. Our results are broadly consistent with a multi-component model of COVID-19 pathophysiology, in which at least two distinct mechanisms can predispose to life-threatening disease: failure to control viral replication; or an enhanced tendency towards pulmonary inflammation and intravascular coagulation. We show that comparison between cases of critical illness and population controls is highly efficient for the detection of therapeutically relevant mechanisms of disease

Modeling repetitive firing and bursting in a small unmyelinated nerve fiber

The Hodgkin-Huxley equations, originally developed to describe the electrical events in the squid giant axon, have been modified to simulate the ionic and electrical events in a small unmyelinated nerve fiber. The modified equations incorporate an electrogenic sodium-potassium pump, finite intra-axonal volume, a periaxonal space, a calcium current, and calcium-dependent potassium conductance (GKCa). The model shows that adaptation can occur in two ways: increased Na-K pump activity because of periaxonal K accumulation or intra-axonal Na accumulation; or from an increase in (GKCa) caused by calcium accumulating within the axon. Bursting is an extension of adaptation and occurs when the sensitivity of the Na-K pump or (GKCa) to changes in ionic concentration is increased