title: ‘Summative’ and ‘Formative’: Confused by the assessment terms?

authors: Ussher, William (Bill) Grant

subjects: education

abstract: The terms ‘formative’ and ‘summative’ when linked to assessment can cause confusion. Should these terms be dropped? Should we move on from them? This paper argues that it is the common shortening of the full and meaningful terms, ‘assessment for formative purposes’ and ‘assessment for summative purposes’ that contributes to a confusion over assessments, information and methods, particularly for pre-service teachers and those with less teaching experience. By being well-informed about both purpose and assessment activity, teachers will have greater clarity in understanding, communication and practice regarding these important and useful concepts.

text: ‘Summative’ and ‘Formative’: Confused by the assessment terms? The terms ‘formative’ and ‘summative’ when linked to assessment can cause confusion. Should these terms be dropped? Should we move on from them? This paper argues that it is the common shortening of the full and meaningful terms, ‘assessment for formative purposes’ and ‘assessment for summative purposes’ that contributes to a confusion over assessments, information and methods, particularly for pre-service teachers and those with less teaching experience. By being well-informed about both purpose and assessment activity, teachers will have greater clarity in understanding, communication and practice regarding these important and useful concepts.

year: 2010

title: Positive effects of blue light on motor coordination in older adults: A pilot study

authors: Beaven, Christopher Martyn

abstract: Purpose: Falls are a risk factor for mortality in older adults. Lighting interventions can improve cognitive and motor task performance, but the effect on postural control with relevance to falling is unknown. Methods: Sixteen older adults participated in an intervention study with blue-enriched light delivered visually and/or transcranially for 12 min. Postural control in three conditions (60s eyes-open, dual-task, and eyes-closed), lower-limb motor coordination, and cognitive function were assessed. Results: Relative to placebo, visual blue-enriched light improved reaction time in the motor coordination task by 0.073 ± 0.035s (d = 0.77 ± 0.39; p = 0.003). Visual exposure decreased Area of Sway relative to the combined (d = 0.38 ± 0.26; p = 0.020) and placebo interventions (d = 0.47 ± 0.42; p = 0.067), with no significant effect on cognition. Conclusion: Blue-enriched lighting demonstrates a novel approach to positively impact postural control and motor coordination in older adults. By impacting metrics associated with fall risk, light interventions may provide a clinical countermeasure to decrease the human costs of falls.

text: Positive effects of blue light on motor coordination in older adults: A pilot study Purpose: Falls are a risk factor for mortality in older adults. Lighting interventions can improve cognitive and motor task performance, but the effect on postural control with relevance to falling is unknown. Methods: Sixteen older adults participated in an intervention study with blue-enriched light delivered visually and/or transcranially for 12 min. Postural control in three conditions (60s eyes-open, dual-task, and eyes-closed), lower-limb motor coordination, and cognitive function were assessed. Results: Relative to placebo, visual blue-enriched light improved reaction time in the motor coordination task by 0.073 ± 0.035s (d = 0.77 ± 0.39; p = 0.003). Visual exposure decreased Area of Sway relative to the combined (d = 0.38 ± 0.26; p = 0.020) and placebo interventions (d = 0.47 ± 0.42; p = 0.067), with no significant effect on cognition. Conclusion: Blue-enriched lighting demonstrates a novel approach to positively impact postural control and motor coordination in older adults. By impacting metrics associated with fall risk, light interventions may provide a clinical countermeasure to decrease the human costs of falls.

year: 2024-01-01

title: My responsibility in the face of mass extinction

authors: Gray-Sharp, Katarina

subjects: autoethnography

abstract: Extinction is the “irreversible condition of a species or other group of organisms having no living representatives in the wild, which follows the death of the last surviving individual of that species or group” (Hine and Martin 2015g, para. 1). Mass extinctions are extinctions of the greatest magnitude, occurring “when many diverse groups of organisms become extinct over short periods of time” (Condie 2011, 250). These “are not step-events but rather a step into a prolonged alternative global ecosystem state” (Hull 2015, R941). Five mass extinctions have previously been recorded. A sixth has begun. Humans are the cause of the latest episode.

This thesis develops an Indigenous, non-agential conception of responsibility for considering an ethical problem of wide consequence. Founded in mātauranga Māori and recalling the work of Emmanuel Levinas, it applies Kaupapa Māori autoethnography, narrative, and conceptual analyses alongside exegeses and a replication study. Investigations of responsibility across various positions are encountered: those found in place and polity, those made as visitor and the commanded, those gifted as inherited erudition and in the suffering-with. Now facing the last structural violence, what is my responsibility?

text: My responsibility in the face of mass extinction Extinction is the “irreversible condition of a species or other group of organisms having no living representatives in the wild, which follows the death of the last surviving individual of that species or group” (Hine and Martin 2015g, para. 1). Mass extinctions are extinctions of the greatest magnitude, occurring “when many diverse groups of organisms become extinct over short periods of time” (Condie 2011, 250). These “are not step-events but rather a step into a prolonged alternative global ecosystem state” (Hull 2015, R941). Five mass extinctions have previously been recorded. A sixth has begun. Humans are the cause of the latest episode.

This thesis develops an Indigenous, non-agential conception of responsibility for considering an ethical problem of wide consequence. Founded in mātauranga Māori and recalling the work of Emmanuel Levinas, it applies Kaupapa Māori autoethnography, narrative, and conceptual analyses alongside exegeses and a replication study. Investigations of responsibility across various positions are encountered: those found in place and polity, those made as visitor and the commanded, those gifted as inherited erudition and in the suffering-with. Now facing the last structural violence, what is my responsibility?

year: 2021