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\"50 Techniques for Engaging Students and Assessing Learning in College Courses Do you want to: Know what and how well your students are learning? Promote active learning in ways that readily integrate assessment? Gather information that can help make grading more systematic and streamlined? Efficiently collect solid learning outcomes data for institutional assessment? Provide evidence of your teaching effectiveness for promotion and tenure review? Learning Assessment Techniques provides 50 easy-to-implement active learning techniques that gauge student learning across academic disciplines and learning environments. Using Fink's Taxonomy of Significant Learning as its organizational framework, it embeds assessment within active learning activities. Each technique features: purpose and use, key learning goals, step-by-step implementation, online adaptation, analysis and reporting, concrete examples in both on-site and online environments, and key references--all in an easy-to-follow format. The book includes an all-new Learning Goals Inventory, as well as more than 35 customizable assessment rubrics, to help teachers determine significant learning goals and appropriate techniques. This book also provides access to a downloadable worksheet to guide teachers through the seven steps of the Learning Assessment Techniques planning and implementation cycle. College teachers today are under increased pressure to teach effectively and provide evidence of what, and how well, students are learning. An invaluable asset for college teachers of any subject, Learning Assessment Techniques provides a practical framework for seamlessly integrating teaching, learning, and assessment\"-- Provided by publisher.

Purpose The competitive model has changed. In this context, society entered into an era in which intangible assets are the greatest assets of a company. However, some gaps and uncertainties are presented in the literature as to understand the value of a company based on knowledge intensive activities. The purpose of this paper is to analyze the methods of evaluation of intangible assets in the context of business, economic and strategic management. Design/methodology/approach This is a qualitative research. This research is characterized as descriptive, bibliographic, inductive. Findings The main results of this research can highlight the existence of valuation methods of intangible assets intended for specific industries, as public and/or private, that can be better aligned to the context of business; economic and/or strategic management. Originality/value It was found that intangible assets are a current topic and increasingly addressed in the literature.

Over the past century, the methods used to evaluate Finance Ministers have evolved from the close scrutiny of individual biographies to the statistical analysis of aggregated data. This paper explores this evolution within the framework of economic theory and applies the results in an Irish context. It concludes that while statistical methods can provide some support for certain hypotheses, they are not yet advanced enough to entirely replace the traditional political economy approach.

This research paper highlights and addresses the lack of a systematic review of the methods used to evaluate Learning Analytics (LA) and Learning Analytics Dashboards (LAD) of Adaptive Learning Platforms (ALPs) in the current literature. Addressing this gap, the authors built upon the work of Tretow-Fish and Khalid (2022) and analyzed 32 papers, which were grouped into six categories (C1-6) based on their themes. The categories include C1) the evaluation of LA and LAD design and framework, C2) the evaluation of user performance with LA and LAD, C3) the evaluation of adaptivity, C4) the evaluation of ALPs through perceived value, C5) the evaluation of Multimodal methods, and C6) the evaluation of the pedagogical implementation of ALP’s LA and LAD. The results include a tabular summary of the papers including the categories, evaluation unit(s), methods, variables and purpose. While there are numerous studies in categories C1-4 that focus on the design, development, and impact assessment of ALP's LA and LAD, there are only a few studies in categories C5 and C6. For the category of C5), very few studies applied any evaluation methods assessing the multimodal features of LA and LADs on ALPs. Especially for C6), evaluating the pedagogical implementation of ALP's LA and LAD, the three dimensions of signature pedagogy are used to assess the level of pedagogy evaluation. Findings showed that no studies focus on evaluating the deep or implicit structure of ALP's LA. All studies examine the structural surface dimension of learning activities and interactions between students, teachers, and ALP's LA and LAD, as examined in categories C2-C5. No studies were exclusively categorized as a C6 category, indicating that all studies evaluate ALP's LA and LAD on the surface structure dimension of signature pedagogy. This review highlights the lack of pedagogical methodology and theory in ALP's LA and LAD, which are recommended to be emphasized in future research and ALP development and implementation.

Due to the constant increase in the number of infectious diseases and the concomitant lack of treatment available, metallic nanoparticles (e.g., silver nanoparticles) have been of particular interest in the last decades. Indeed, several studies suggest that silver nanoparticles have valuable antimicrobial activities, especially against bacteria, which may lead us to think that these nanoparticles may one day be an attractive therapeutic option for the treatment of bacterial infections. Unfortunately, when we look a little closer to these studies, we can see a very great heterogeneity (e.g., in the study design, in the synthetic process of nanoparticles, in the methods that explore the antibacterial properties of nanoparticles and in the bacteria chosen) making cross-interpretation between these studies impossible, and significantly limiting the interest of silver nanoparticles as promising antibacterial agents. We have selected forty-nine international publications published since 2015, and propose to discuss, not the results obtained, but precisely the different methodologies developed in these publications. Through this discussion, we highlighted the aspects to improve, or at least to homogenize, in order to definitively establish the interest of silver nanoparticles as valuable antibacterial agents.

PurposeThis article's purpose is to examine the case for the use of the theatre arts in the evaluation of UK City of Culture (UKCC) programmes, specifically headphone verbatim.Design/methodology/approachThrough an analysis of secondary evidence, supported by some primary research, this article analyses past and present evaluation practices surrounding UKCC programmes and the case for headphone verbatim to be included as a method of gathering and distributing research data. The article also observes the challenges in how data may be disseminated through verbatim theatre performance practices, given the limited examples of its use in this context.FindingsThe author argues that the theatre arts can provide a different way of knowing and understanding the impacts of UKCC projects on the host city. Specifically, that headphone verbatim can bring an experiential perspective that is rarely if ever captured by existing UKCC evaluation methods and policymaking in general.Originality/valueThis article details an innovative method of evaluating social impacts associated with UKCC projects.

The purpose of this book is to introduce novice researchers to the tools of meta-analysis and meta-regression analysis and to summarize the state of the art for existing practitioners. Meta-regression analysis addresses the rising \"Tower of Babel\" that current economics and business research has become. Meta-analysis is the statistical analysis of previously published, or reported, research findings on a given hypothesis, empirical effect, phenomenon, or policy intervention. It is a systematic review of all the relevant scientific knowledge on a specific subject and is an essential part of the evidence-based practice movement in medicine, education and the social sciences. However, research in economics and business is often fundamentally different from what is found in the sciences and thereby requires different methods for its synthesis-meta-regression analysis. This book develops, summarizes, and applies these meta-analytic methods.

This paper presents a systematic literature review characterizing the methodological properties of usability studies conducted on educational and learning technologies in the past 20 years. PRISMA guidelines were followed to identify, select, and review relevant research and report results. Our rigorous review focused on (1) categories of educational and learning technologies that have been the focus of usability evaluation, (2) specific usability evaluation methods used, (3) outcome measures, and (4) research limitations. Findings revealed a diverse range of usability evaluation methods employed for different types of educational/learning technologies and the contexts in which those methods were used, with the majority of usability studies being performed on e-learning technologies within higher education contexts. Specific methods, instrumentation, and types of usability research found to be dominant in reviewed studies were further analyzed and classified, with findings suggesting inquiry methods using questionnaires were most prevalent. Prevalent outcome measures were also synthesized, with findings suggesting that the majority of usability research focuses on issues of technological usability, with very few studies considering pedagogical and socio-cultural aspects of usability. A number of limitations were found, including conceptual and procedural flaws, fundamental misunderstanding of usability evaluation methods, and inappropriate application of usability methods, suggesting potentially problematic and unreliable results. These findings are discussed in-depth, and implications for future research are provided.

Abstract Rationale Bronchopulmonary dysplasia is the most common morbidity of prematurity, but the validity and utility of commonly used definitions have been questioned. Objectives To compare three commonly used definitions of bronchopulmonary dysplasia in a contemporary prospective, multicenter observational cohort of extremely preterm infants. Methods At 36 weeks postmenstrual age, the following definitions of bronchopulmonary dysplasia were applied to surviving infants with and without imputation: need for supplemental oxygen (Shennan definition), National Institutes of Health Workshop definition, and “physiologic” definition after a room-air challenge. Measurements and Main Results Of 765 survivors assessed at 36 weeks, bronchopulmonary dysplasia was diagnosed in 40.8, 58.6, and 32.0% of infants, respectively, with the Shennan, workshop and physiologic definitions. The number of unclassified infants was lowest with the workshop definition (2.1%) and highest with the physiologic definition (16.1%). After assigning infants discharged home in room air before 36 weeks as no bronchopulmonary dysplasia, the modified Shennan definition compared favorably to the workshop definition, with 2.9% unclassified infants. Newer management strategies with nasal cannula flows up to 4 L/min or more and 0.21 Fi  O2 at 36 weeks obscured classification of bronchopulmonary dysplasia status in 12.4% of infants. Conclusions Existing definitions of bronchopulmonary dysplasia differ with respect to ease of data collection and number of unclassifiable cases. Contemporary changes in management of infants, such as use of high-flow nasal cannula, limit application of existing definitions and may result in misclassification. A contemporary definition of bronchopulmonary dysplasia that correlates with respiratory morbidity in childhood is needed. Clinical trial registered with www.clinicaltrials.gov (NCT01435187).

Reducing sitting time as well as increasing physical activity in inactive people is beneficial for their health. This paper investigates the effectiveness of the European Fans in Training (EuroFIT) programme to improve physical activity and sedentary time in male football fans, delivered through the professional football setting. A total of 1,113 men aged 30-65 with self-reported body mass index (BMI) ≥27 kg/m2 took part in a randomised controlled trial in 15 professional football clubs in England, the Netherlands, Norway, and Portugal. Recruitment was between September 19, 2015, and February 2, 2016. Participants consented to study procedures and provided usable activity monitor baseline data. They were randomised, stratified by club, to either the EuroFIT intervention or a 12-month waiting list comparison group. Follow-up measurement was post-programme and 12 months after baseline. EuroFIT is a 12-week, group-based programme delivered by coaches in football club stadia in 12 weekly 90-minute sessions. Weekly sessions aimed to improve physical activity, sedentary time, and diet and maintain changes long term. A pocket-worn device (SitFIT) allowed self-monitoring of sedentary time and daily steps, and a game-based app (MatchFIT) encouraged between-session social support. Primary outcome (objectively measured sedentary time and physical activity) measurements were obtained for 83% and 85% of intervention and comparison participants. Intention-to-treat analyses showed a baseline-adjusted mean difference in sedentary time at 12 months of -1.6 minutes/day (97.5% confidence interval [CI], -14.3-11.0; p = 0.77) and in step counts of 678 steps/day (97.5% CI, 309-1.048; p < 0.001) in favor of the intervention. There were significant improvements in diet, weight, well-being, self-esteem, vitality, and biomarkers of cardiometabolic health in favor of the intervention group, but not in quality of life. There was a 0.95 probability of EuroFIT being cost-effective compared with the comparison group if society is willing to pay £1.50 per extra step/day, a maximum probability of 0.61 if society is willing to pay £1,800 per minute less sedentary time/day, and 0.13 probability if society is willing to pay £30,000 per quality-adjusted life-year (QALY). It was not possible to blind participants to group allocation. Men attracted to the programme already had quite high levels of physical activity at baseline (8,372 steps/day), which may have limited room for improvement. Although participants came from across the socioeconomic spectrum, a majority were well educated and in paid work. There was an increase in recent injuries and in upper and lower joint pain scores post-programme. In addition, although the five-level EuroQoL questionnaire (EQ-5D-5L) is now the preferred measure for cost-effectiveness analyses across Europe, baseline scores were high (0.93), suggesting a ceiling effect for QALYs. Participation in EuroFIT led to improvements in physical activity, diet, body weight, and biomarkers of cardiometabolic health, but not in sedentary time at 12 months. Within-trial analysis suggests it is not cost-effective in the short term for QALYs due to a ceiling effect in quality of life. Nevertheless, decision-makers may consider the incremental cost for increase in steps worth the investment. International Standard Randomised Controlled Trials, ISRCTN-81935608.