title: A tale of two studies

authors: Bowen, Judy

subjects: computer science

abstract: Running user evaluation studies is a useful way of getting feedback on partially or fully implemented software systems. Unlike hypothesis-based testing (where specific design decisions can be tested or comparisons made between design choices) the aim is to find as many problems (both usability and functional) as possible prior to implementation or release. It is particularly useful in small-scale development projects that may lack the resources and expertise for other types of usability testing. Developing a user-study that successfully and efficiently performs this task is not always straightforward however. It may not be obvious how to decide what the participants should be asked to do in order to explore as many parts of the system’s interface as possible. In addition, ad hoc approaches to such study development may mean the testing is not easily repeatable on subsequent implementations or updates, and also that particular areas of the software may not be evaluated at all. In this paper we describe two (very different) approaches to designing an evaluation study for the same piece of software and discuss both the approaches taken, the differing results found and our comments on both of these.

text: A tale of two studies Running user evaluation studies is a useful way of getting feedback on partially or fully implemented software systems. Unlike hypothesis-based testing (where specific design decisions can be tested or comparisons made between design choices) the aim is to find as many problems (both usability and functional) as possible prior to implementation or release. It is particularly useful in small-scale development projects that may lack the resources and expertise for other types of usability testing. Developing a user-study that successfully and efficiently performs this task is not always straightforward however. It may not be obvious how to decide what the participants should be asked to do in order to explore as many parts of the system’s interface as possible. In addition, ad hoc approaches to such study development may mean the testing is not easily repeatable on subsequent implementations or updates, and also that particular areas of the software may not be evaluated at all. In this paper we describe two (very different) approaches to designing an evaluation study for the same piece of software and discuss both the approaches taken, the differing results found and our comments on both of these.

year: 2013

title: Development of a Rhizosheath Selection Tool for screening perennial ryegrass (Lolium perenne L.) for reduced root competition against white clover (Trifolium repens L.) for soil phosphorus

authors: Yeates, Rebecca Maree

subjects: Agriculture

abstract: Perennial ryegrass (Lolium perenne L.) outcompetes white clover (Trifolium repens L.) for soil phosphorus [P], resulting in higher P fertiliser rates to overcome the competition. Perennial ryegrass has long, dense root hairs compared to white clover, which increase the root contact with soil (soil exploration) and root surface area for P uptake. This study was conducted to test whether the selection of perennial ryegrass with reduced root hair length and density would reduce root competition for P with no detrimental effect on the perennial ryegrass growth. 
A Rhizosheath Selection Tool [RST] was developed to select ryegrass populations with contrasting root hair length and density. The RST protocol used rhizosheath traits (the width and coverage of soil adhered to the extracted root system) along with the total seedling weight to select two distinct ryegrass populations. The low rhizosheath population had shorter, sparser root hairs on seminal roots and sparser root hairs on adventitious roots than the high rhizosheath population.
The two populations were then grown at five soil P levels in a glasshouse experiment and demonstrated that the rhizosheath trait selection had no detrimental effect on growth. There were no significant differences between the two population’s dry weight (g) and P concentration (mg P g-1 dry weight). However there was evidence to indicate that the high rhizosheath population was sometimes more efficient at P uptake with a larger total P content (mg P). 
The two perennial ryegrass populations were then grown with companion white clover in Olsen P 12 and 19 mg L⁻¹ soil with partitions separating the shoot systems to avoid shoot competition for light. The low rhizosheath population had reduced root competition with the companion white clover. In Olsen P 12 mg L⁻¹ soil, more P was partitioned to the white clover than the ryegrass, measured by total P content (mg P), and achieved a greater dry weight (g) than when grown with the HRS ryegrass. In Olsen P 19 mg L⁻¹ soil there was no rhizosheath selection effect on white clover growth, possibly because of the reduced need for soil exploration by roots under the higher soil P availability. 
The findings from this study confirmed that the RST for the selection of a perennial ryegrass population with a reduced capacity for root competition against white clover for soil P is effective. Furthermore, the RST selection had no detrimental effect to the ryegrass growth. This research highlights the importance of root traits in forage plant breeding, and the potential environmental and economic benefits a low rhizosheath perennial ryegrass could have in New Zealand’s pastoral farming system.

text: Development of a Rhizosheath Selection Tool for screening perennial ryegrass (Lolium perenne L.) for reduced root competition against white clover (Trifolium repens L.) for soil phosphorus Perennial ryegrass (Lolium perenne L.) outcompetes white clover (Trifolium repens L.) for soil phosphorus [P], resulting in higher P fertiliser rates to overcome the competition. Perennial ryegrass has long, dense root hairs compared to white clover, which increase the root contact with soil (soil exploration) and root surface area for P uptake. This study was conducted to test whether the selection of perennial ryegrass with reduced root hair length and density would reduce root competition for P with no detrimental effect on the perennial ryegrass growth. 
A Rhizosheath Selection Tool [RST] was developed to select ryegrass populations with contrasting root hair length and density. The RST protocol used rhizosheath traits (the width and coverage of soil adhered to the extracted root system) along with the total seedling weight to select two distinct ryegrass populations. The low rhizosheath population had shorter, sparser root hairs on seminal roots and sparser root hairs on adventitious roots than the high rhizosheath population.
The two populations were then grown at five soil P levels in a glasshouse experiment and demonstrated that the rhizosheath trait selection had no detrimental effect on growth. There were no significant differences between the two population’s dry weight (g) and P concentration (mg P g-1 dry weight). However there was evidence to indicate that the high rhizosheath population was sometimes more efficient at P uptake with a larger total P content (mg P). 
The two perennial ryegrass populations were then grown with companion white clover in Olsen P 12 and 19 mg L⁻¹ soil with partitions separating the shoot systems to avoid shoot competition for light. The low rhizosheath population had reduced root competition with the companion white clover. In Olsen P 12 mg L⁻¹ soil, more P was partitioned to the white clover than the ryegrass, measured by total P content (mg P), and achieved a greater dry weight (g) than when grown with the HRS ryegrass. In Olsen P 19 mg L⁻¹ soil there was no rhizosheath selection effect on white clover growth, possibly because of the reduced need for soil exploration by roots under the higher soil P availability. 
The findings from this study confirmed that the RST for the selection of a perennial ryegrass population with a reduced capacity for root competition against white clover for soil P is effective. Furthermore, the RST selection had no detrimental effect to the ryegrass growth. This research highlights the importance of root traits in forage plant breeding, and the potential environmental and economic benefits a low rhizosheath perennial ryegrass could have in New Zealand’s pastoral farming system.

year: 2018

title: Raising Māori Medium Students' Academic Oral Language Proficiency Through Self and Peer Assessment

authors: Shandley, Rosina Mary

subjects: Māori Medium Education

abstract: In 2012 there were 24,474 year 1 to 8 students being educated in the range of Māori medium bilingual and immersion programmes that exist throughout Aotearoa. This figure made up 25% of the total primary school population.

To ensure the survival of te reo Māori, and the cognitive advantages associated with bilingualism, Māori medium students need to reach a high level of proficiency in both the English and Māori languages over their time at school. They need to develop their language skills beyond basic conversational competency to academic language proficiency.

As well as academic success, Māori medium whānau expect their students to gain a level of competence in te reo Māori that enables them to actively engage in authentic Māori cultural contexts. This is crucial as the interruption to the intergenerational transfer of te reo Māori caused by colonisation means that today Māori medium graduates make up the main pool of speakers who can transmit our language into the future.

Substantial research has evidenced effective pedagogies for supporting students’ second language acquisition internationally. However, to date there have been no empirical studies to evidence effective second language pedagogies that can raise Māori medium students’ academic language in particular. This study aimed to bridge that gap by providing evidence of effective classroom practices that can raise Māori medium students’ academic language proficiency, with a particular focus on oral language competency.

This action research project aimed to raise a group of Māori medium students’ academic oral language proficiency through the practice of self and peer assessment. The participants were a group of eight year 5 and 6 students being educated in a level one Māori medium classroom in a mainstream school in Southland, New Zealand.

Over the 20 weeks of the study the students used a newly developed language matrix of writing outcomes to self and peer assess their learning in their literacy programme. The quantitative and qualitiative results of the study revealed that the confluence of self and peer assessment practices and the new language scaffolds raised the students’ academic oral and written language competency significantly beyond what was normally expected in a Māori medium programme in 20 weeks.

The study findings provide an option for those teachers wishing to develop their Māori medium students’ academic Māori language proficiency. The study also highlights the need for further research into Māori language acquisition pathways, to inform Māori medium oral language progressions and associated assessment development.

text: Raising Māori Medium Students' Academic Oral Language Proficiency Through Self and Peer Assessment In 2012 there were 24,474 year 1 to 8 students being educated in the range of Māori medium bilingual and immersion programmes that exist throughout Aotearoa. This figure made up 25% of the total primary school population.

To ensure the survival of te reo Māori, and the cognitive advantages associated with bilingualism, Māori medium students need to reach a high level of proficiency in both the English and Māori languages over their time at school. They need to develop their language skills beyond basic conversational competency to academic language proficiency.

As well as academic success, Māori medium whānau expect their students to gain a level of competence in te reo Māori that enables them to actively engage in authentic Māori cultural contexts. This is crucial as the interruption to the intergenerational transfer of te reo Māori caused by colonisation means that today Māori medium graduates make up the main pool of speakers who can transmit our language into the future.

Substantial research has evidenced effective pedagogies for supporting students’ second language acquisition internationally. However, to date there have been no empirical studies to evidence effective second language pedagogies that can raise Māori medium students’ academic language in particular. This study aimed to bridge that gap by providing evidence of effective classroom practices that can raise Māori medium students’ academic language proficiency, with a particular focus on oral language competency.

This action research project aimed to raise a group of Māori medium students’ academic oral language proficiency through the practice of self and peer assessment. The participants were a group of eight year 5 and 6 students being educated in a level one Māori medium classroom in a mainstream school in Southland, New Zealand.

Over the 20 weeks of the study the students used a newly developed language matrix of writing outcomes to self and peer assess their learning in their literacy programme. The quantitative and qualitiative results of the study revealed that the confluence of self and peer assessment practices and the new language scaffolds raised the students’ academic oral and written language competency significantly beyond what was normally expected in a Māori medium programme in 20 weeks.

The study findings provide an option for those teachers wishing to develop their Māori medium students’ academic Māori language proficiency. The study also highlights the need for further research into Māori language acquisition pathways, to inform Māori medium oral language progressions and associated assessment development.

year: 2013