What is good practice in the development, assessment and evaluation of digital literacy for graduate employability?

This report seeks to identify the features of good practice in the development, assessment and evaluation of digital literacy for graduate employability.

The report forms Stage 2 of a two-stage literature review. The results of the first stage of the review are reported in: Towards an understanding of ‘Digital Literacy(ies)’. The current report draws on some of the same literature to that of the Stage 1 report and covers the same time period – up to the end of 2012. In addition, the current report covers literature that provides discussion and accounts of good practice in digital literacy – particularly practice that is embedded in course curricula.

The literature provides numerous examples of standalone digital literacy practices. While such practices may be effective for some purposes, they may be less effective than course-integrated practices in contributing to graduate employability. However, there are few accounts of course-integrated practices in the literature and fewer still that provide a compelling case for their positive contribution to graduate outcomes. Accordingly, the report identifies eight criteria of good practice in digital literacy for the assurance of graduate learning outcomes. It then identifies types of broad teaching and learning practices that appear to best encompass these criteria and which provide meaningful contexts in which to develop the digital literacy competencies of students.

Changes, challenges, and successes facing secondary pre-service teacher education in Australia

In December 2008, the Australian Government was presented with a report from a Review of Australian HigherEducation known as the ‘Bradley Review’. The report clearly articulates many challenges that lie ahead; it questions thestructure, organisation and financial position of Australia to effectively compete in the global economy. This paperprovides a succinct discussion of some of the challenges and dilemmas encountered at a metropolitan Australianuniversity in Melbourne within the Faculty of Arts and Education in the School of Education. The courses will bereaccredited in 2016 and has to comply with the new Australian Qualification Framework (AQF), the AustralianTeaching Standards Framework (AITSL) and the Victorian Institute of Teaching (VIT). By employing narrative inquiry,reflective practice and document analysis as methodology, I discuss the Bachelor of Teaching (Secondary)/Bachelor ofArts course (degree), the largest secondary pre-service teacher education course at a university in Melbourne presentingsome strategies and inviting international dialogue in relation to some of the challenges faced regarding increasednumbers of students and lower entrance scores. Limitations of the current course are acknowledged and generalizationscannot be made to other education courses at universities across Australia. However, some new initiatives in the facultyare offered.

Using technology to improve peer review and collaborative conversations to benchmark academic standards

In 2010 the Australian government commissioned the Australian Learning and Teaching Council (ALTC) to undertake a national project to facilitate disciplinary development of threshold learning standards. The aim was to lay the foundation for all higher education providers to demonstrate to the new national higher education regulator, the Tertiary Education Quality and Standards Agency (TEQSA), that graduates achieved or exceeded minimum academic standards. Through a yearlong consultative process, representatives of employers, professional bodies, academics and students, developed learning standards applying to any Australian higher education provider. Willey and Gardner reported using a software tool, SPARKPLUS, in calibrating academic standards amongst teaching staff in large classes. In this paper, we investigate the effectiveness of this technology to promote calibrated understandings with the national accounting learning standards. We found that integrating the software with a purposely designed activity provided significant efficiencies in calibrating understandings about learning standards, developed expertise and a better understanding of what is required to meet these standards and how best to demonstrate them. The software and supporting calibration and assessment process can be adopted by other disciplines, including engineering, seeking to provide direct evidence about performance against learning standards. © 2012 IEEE.

Clinical review criteria and medical emergency teams: evaluating a two-tier rapid response system

OBJECTIVES: To assess the prevalence of patients fulfilling clinical review criteria (CRC), to determine activation rates for CRC assessments, to compare baseline characteristics and outcomes of patients who fulfilled CRC with patients who did not, and to identify the documented nursing actions in response to CRC values. DESIGN, SETTING AND PARTICIPANTS: A cross-sectional study using a retrospective medical record audit, in a universityaffiliated, tertiary referral hospital with a two-tier rapid response system in Melbourne, Australia. We used a convenience sample of hospital inpatients on general medical, surgical and specialist service wards admitted during a 24-hour period in 2013. MAIN OUTCOME MEASURES: Medical emergency team (MET) or code blue activation, unplanned intensive care unit admissions, hospital length of stay and inhospital mortality. For patients who fulfilled CRC or MET criteria during the 24- hour period, the specific criteria fulfilled, escalation treatments and outcomes were collected. RESULTS: Of the sample (N = 422), 81 patients (19%) fulfilled CRC on 109 occasions. From 109 CRC events, 66 patients (81%) had at least one observation fulfilling CRC, and 15 patients (18%) met CRC on multiple occasions. The documented escalation rate was 58 of 109 events (53%). The number of patients who fulfilled CRC and subsequent MET call activation criteria within 24 hours was significantly greater than the number who did not meet CRC (P < 0.001). CONCLUSIONS: About one in five patients reached CRC during the study period; these patients were about four times more likely to also fulfil MET call criteria. Contrary to hospital policy, escalation was not documented for about half the patients meeting CRC values. Despite the clarity of escalation procedures on the graphic observation chart, escalation remains an ongoing problem. Further research is needed on the impact on patient outcomes over time and to understand factors influencing staff response.

Assessing the threat status of ecological communities

Conservationists are increasingly interested in determining the threat status of ecological communities as a key part of their planning efforts. Such assessments are difficult because of conceptual challenges and a lack of generally accepted criteria. We reviewed 12 protocols for assessing the threat status of communities and identified conceptual and operational issues associated with developing a rigorous, transparent, and universal set of criteria for assessing communities, analogous to the International Union for Conservation of Nature (IUCN) Red List standards for species. We examined how each protocol defines a community and its extinction and how each applies 3 overarching criteria: decline in geographic distribution, restricted geographic distribution, and changes to ecological function. The protocols vary widely in threshold values used to assess declines and distribution size and the time frames used to assess declines, leading to inconsistent assessments of threat status. Few of the protocols specify a scale for measuring distribution size, although assessment outcomes are highly sensitive to scale. Protocols that apply different thresholds for species versus communities tend to require greater declines and more restricted distributions for communities than species to be listed in equivalent threat categories. Eleven of the protocols include a reduction in ecological function as a criterion, but almost all assess it qualitatively rather than quantitatively. We argue that criteria should be explicit and repeatable in their concepts, parameters, and scale, applicable to a broad range of communities, and address synergies between types of threats. Such criteria should focus on distribution size, declines in distribution, and changes to key ecological functions, with the latter based on workable proxies for assessing the severity, scope, and immediacy of degradation. Threat categories should be delimited by thresholds that are assessed at standard scales and are logically consistent with the viability of component species and important ecological functions.

A practical guide to the application of the IUCN Red List of Ecosystems criteria

The newly developed IUCN Red List of Ecosystems is part of a growing toolbox for assessing risks to biodiversity, which addresses ecosystems and their functioning. The Red List of Ecosystems standard allows systematic assessment of all freshwater, marine, terrestrial and subterranean ecosystem types in terms of their global risk of collapse. In addition, the Red List of Ecosystems categories and criteria provide a technical base for assessments of ecosystem status at the regional, national, or subnational level. While the Red List of Ecosystems criteria were designed to be widely applicable by scientists and practitioners, guidelines are needed to ensure they are implemented in a standardized manner to reduce epistemic uncertainties and allow robust comparisons among ecosystems and over time. We review the intended application of the Red List of Ecosystems assessment process, summarize 'best-practice' methods for ecosystem assessments and outline approaches to ensure operational rigour of assessments. The Red List of Ecosystems will inform priority setting for ecosystem types worldwide, and strengthen capacity to report on progress towards the Aichi Targets of the Convention on Biological Diversity. When integrated with other IUCN knowledge products, such as the World Database of Protected Areas/Protected Planet, Key Biodiversity Areas and the IUCN Red List of Threatened Species, the Red List of Ecosystems will contribute to providing the most complete global measure of the status of biodiversity yet achieved.

Studying mathematics teacher education: analysing the process of task variation on learning

Self-study of variations to task design offers a way of analysing how learning takes place. Over several years, variations were made to improve an assessment task completed by final-year teacher candidates in a primary mathematics teacher education subject. This article describes how alterations to a task informed on-going developments in self-study of one assessment task employed in an online subject. Analysis of my journal, notes from conversations with colleagues, teacher candidates’ work on the task and responses to online forums, and survey data inspired variations focused on better exploration of key concepts involved in the task, raising of focal awareness, developing a stronger professional eye in the students and the author, adaptations for multiple curriculum levels, and explorations of dual teacher–student perspectives. The overall challenge has been to support teacher candidates to learn to design effective open-ended tasks with a critical professional eye. Descriptions of the changes made to the task and the development of my own professional eye as a consequence of the application of self-study are included. Data show that variations to the task increased teacher candidates’ understanding of mathematics problem posing and generated pedagogical insights for task design.

A systematic evaluation of field-based screening methods for the assessment of anterior cruciate ligament (ACL) injury risk

BACKGROUND: Laboratory-based measures provide an accurate method to identify risk factors for anterior cruciate ligament (ACL) injury; however, these methods are generally prohibitive to the wider community. Screening methods that can be completed in a field or clinical setting may be more applicable for wider community use. Examination of field-based screening methods for ACL injury risk can aid in identifying the most applicable method(s) for use in these settings. OBJECTIVE: The objective of this systematic review was to evaluate and compare field-based screening methods for ACL injury risk to determine their efficacy of use in wider community settings. DATA SOURCES: An electronic database search was conducted on the SPORTDiscus™, MEDLINE, AMED and CINAHL databases (January 1990-July 2015) using a combination of relevant keywords. A secondary search of the same databases, using relevant keywords from identified screening methods, was also undertaken. STUDY SELECTION: Studies identified as potentially relevant were independently examined by two reviewers for inclusion. Where consensus could not be reached, a third reviewer was consulted. Original research articles that examined screening methods for ACL injury risk that could be undertaken outside of a laboratory setting were included for review. STUDY APPRAISAL AND SYNTHESIS METHODS: Two reviewers independently assessed the quality of included studies. Included studies were categorized according to the screening method they examined. A description of each screening method, and data pertaining to the ability to prospectively identify ACL injuries, validity and reliability, recommendations for identifying 'at-risk' athletes, equipment and training required to complete screening, time taken to screen athletes, and applicability of the screening method across sports and athletes were extracted from relevant studies. RESULTS: Of 1077 citations from the initial search, a total of 25 articles were identified as potentially relevant, with 12 meeting all inclusion/exclusion criteria. From the secondary search, eight further studies met all criteria, resulting in 20 studies being included for review. Five ACL-screening methods-the Landing Error Scoring System (LESS), Clinic-Based Algorithm, Observational Screening of Dynamic Knee Valgus (OSDKV), 2D-Cam Method, and Tuck Jump Assessment-were identified. There was limited evidence supporting the use of field-based screening methods in predicting ACL injuries across a range of populations. Differences relating to the equipment and time required to complete screening methods were identified. LIMITATIONS: Only screening methods for ACL injury risk were included for review. Field-based screening methods developed for lower-limb injury risk in general may also incorporate, and be useful in, screening for ACL injury risk. CONCLUSIONS: Limited studies were available relating to the OSDKV and 2D-Cam Method. The LESS showed predictive validity in identifying ACL injuries, however only in a youth athlete population. The LESS also appears practical for community-wide use due to the minimal equipment and set-up/analysis time required. The Clinic-Based Algorithm may have predictive value for ACL injury risk as it identifies athletes who exhibit high frontal plane knee loads during a landing task, but requires extensive additional equipment and time, which may limit its application to wider community settings.

Infant feeding websites and apps: a systematic assessment of quality and content

Background: Internet websites and smartphone apps have become a popular resource to guide parents in their children’s feeding and nutrition. Given the diverse range of websites and apps on infant feeding, the quality of information in these resources should be assessed to identify whether consumers have access to credible and reliable information.

Objective: This systematic analysis provides perspectives on the information available about infant feeding on websites and smartphone apps.

Methods: A systematic analysis was conducted to assess the quality, comprehensibility, suitability, and readability of websites and apps on infant feeding using a developed tool. Google and Bing were used to search for websites from Australia, while the App Store for iOS and Google Play for Android were used to search for apps. Specified key words including baby feeding, breast feeding, formula feeding and introducing solids were used to assess websites and apps addressing feeding advice. Criteria for assessing the accuracy of the content were developed using the Australian Infant Feeding Guidelines.

Results: A total of 600 websites and 2884 apps were screened, and 44 websites and 46 apps met the selection criteria and were analyzed. Most of the websites (26/44) and apps (43/46) were noncommercial, some websites (10/44) and 1 app were commercial and there were 8 government websites; 2 apps had university endorsement. The majority of the websites and apps were rated poor quality. There were two websites that had 100% coverage of information compared to those rated as fair or poor that had low coverage. Two-thirds of the websites (65%) and almost half of the apps (47%) had a readability level above the 8th grade level.

Conclusions: The findings of this unique analysis highlight the potential for website and app developers to merge user requirements with evidence-based content to ensure that information on infant feeding is of high quality. There are currently no apps available to consumers that address a variety of infant feeding topics. To keep up with the rapid turnover of the evolving technology, health professionals need to consider developing an app that will provide consumers with a credible and reliable source of information about infant feeding, using quality assessment tools and evidence-based content.

Assessment of student development and learning in IB PYP schools

The aim of this study is to examine how International Baccalaureate (IB) Primary Years Programme (PYP) schools define the purpose of educational assessment in their assessment policies and practices. Educational assessment in this study is broadly defined to include standardized tests, and formative and summative assessment. This investigation offers a deeper understanding of the assessment cultures of eight PYP schools and provides insights into the current assessment literacy of teachers. The researchers employed a multiple case-study approach, with two phases of data collection: an online survey of teachers and detailed teacher focus groups and coordinator interviews to follow-up on themes identified in the survey. Assessment in the PYP case-study schools was described as holistic and ongoing, and involved a wide range of assessment strategies. Assessment as learning, however, emerged as an approach still in development in the schools. Teachers enthusiastically supported the development of learner profile attributes, although assessing progress in any particular attribute was regarded as challenging. Finally, while teacher feedback and student self-assessment were common practices, teachers were more equivocal about peer assessment. The authors conclude the report with a number of recommendations for further improving PYP assessment practices.