• A calculated risk

      Pitt, Linsey (University of Wolverhampton, 2003)
    • A critical process: developing skills in conducting a critical review of the literature.

      Mason, Andrea (University of Wolverhampton, 2004)
      White & Taylor (2002) suggest that for many years, the United Kingdom Central Council for Nursing, Midwifery and Health Visiting (UKCC), has sought to promote the development of research knowledge and skills in Registered nurses. One aspect of this is the critical review of published literature. This can be viewed as an activity which spans across both undergraduate and post graduate work (Morris & Maynard 2000). It has also been suggested that such skills are necessary attributes of independent learning (Patterson et al., 2002). However, there is a view that constructing a critical review of published literature is challenging and that it can present difficulties for students (Carnwell & Daly 2001). This view supports expert opinion within the School of Health, where academics have identified that student nurses appear to experience difficulties in some or all of the stages of the process of critically reviewing published literature. The aim of the project was to develop an online study package for student nurses and midwives, aimed at developing skills in conducting a critical review of literature. The outcome of the project is the development of an interactive topic within the university virtual learning environment, Wolverhampton On-line Learning Framework (WOLF) which focuses on the stages of conducting a critical review of published articles.
    • A History of World Cup Posters 1930-2014

      Williams, Jean (Berg, 2017)
      The historical development of official World Cup posters provides a fascinating means of considering the growth of the world’s most popular sport. There are important continuities with the history of the modern Olympic Games, which were inaugurated in 1896 in Athens. From 1908 the Olympic Games staged a small but influential football tournament, out of which the World Cup eventually developed. At the London 1908 Olympic Games, the Football Association (FA) organised the competition, though it remained contested whether representative players were entirely amateur. Formed in 1863, the FA had agreed to tolerate professionalism since 1885, and the entirely professional Football League was formed in 1888. Friendly international football rivalries against other national teams has begun in 1872, and were instantly popular with spectators and the media alike.
    • ‘Academics online’: Self-promotion, competition and celebrification

      Bartram, Brendan; Bartram, Brendan (Routledge, 2020-10-30)
    • Access and Accessibility in E-Learning

      Matheson, Catherine; Matheson, David (IGI Global, 2008-08)
    • Accidentally learning to play the violin

      Matheson, David (Routledge, 2014)
    • Accountability testing and the implications for teacher professionalism

      Gipps, Caroline (New Jersey: Laurence Erlbaum Associates, 2005)
      This chapter comes from an invited keynote address to an international conference organised by Educational Testing Services, USA. It builds on the author’s research over a 10-year period on national curriculum assessment and the impact of a “punitive” accountability testing régime on teachers’ practice and view of their professionalism. The analysis, whilst developed in an English context, has significance for the US scene.
    • Alternative assessment

      Gipps, Caroline; Stobart, G. (Dordrecht: Springer, 2003)
      This invited review for an international handbook makes an original contribution to the development of conceptual understandings around new modes and models of assessment. Building on evidence from a number of countries in its review of alternative approaches to large-scale assessment, as well as both authors’ own contribution to theory, the chapter presents a new analysis of forms of alternative assessment.
    • Altruism advertises cooperativeness

      Bhogal, Manpal Singh; Shackelford, Todd K.; Weekes-Shackelford, Viviana A. (Springer, 2019-02-09)
      Altruism is defined as a behaviour that is beneficial to a receiver, but costly to the altruist (Trivers, 1971). Altruism is a phenomenon which causes evolutionary theorists trouble when tying it into the overall play of evolution. Why be altruistic to someone you do not know?
    • Amotz Zahavi

      Bhogal, Manpal Singh; Shackelford, T.; Weekes-Shackelford, V. (Springer, 2018-10-09)
      Amotz Zahavi was a pioneer in evolutionary theory, who proposed the famous handicap principle. In 2016, Zahavi was awarded a lifetime achievement award by Tel Aviv University for his work and contribution to the department of Zoology. Prior to this, he was awarded the Society for the Protection of Nature in Israel prize by the Israeli Ministry of Education for his contribution to the environment.
    • An evaluation of the effectiveness of a programme aimed to develop the key skills capabilities of nursing students.

      Moran, Wendy (University of Wolverhampton, 2002)
      The University’s Learning and Teaching Strategy (UoW 2000) recognises that the development of key skills and the diagnosis of key skills are central concerns. A Key Skills Strategy has been developed by the School of Health as a central theme in the School’s draft Learning and Teaching Strategy. The key skills have been seen as a major part of the curriculum in Higher Education for some years. The emphasis upon key skills development has been underlined by the Dearing Enquiry (1997). The school has completed a 2 year research project funded by HEFCE under the Teaching and Learning Technology Programme (TLTP)3 initiative. The project sought to develop information technology (IT) and numeracy skills using technology support learning(TSL). This project identified that nursing and midwifery students had significant deficits in IT and numeracy skills. The project built upon work completed on the TLTP3 Project. A range of measures were devised to assist students in development all 6 key skills. Although there has been much work completed in order to raise the profile of key skills within the School, we have limited understanding of how students perceive the benefits of the Key Skills Strategy which has been adopted. The project collected data from a range of sources in several phases. The data was collected in relation to 197 Pre-Registration Nursing Students in year 1 of RN/Dip.H.E. (Registered Nurse Diploma Higher Education) programme. Participation notes were distributed to the students at the beginning of the project by a Project Team member, who was also a Module Leader for the Key Skills Module the students were undertaking.
    • An investigation into the contribution of a formative assessment task as preparation for summative assessment

      Clarke, Karen; French, Jenny; Needham, Martin (University of Wolverhampton, 2005)
      Investigates the contribution of formative assessment in improving student writing and critical thinking skills.
    • An investigation into the reasons why students do not collect marked assignments and the accompanying feedback

      Winter, Christopher; Dye, Vanessa L. (University of Wolverhampton, 2004)
      The major role played by assessment and feedback in any programme cannot be underestimated. It is through the process of assessment design that course/module learning outcomes are met and as a consequence student learning may be measured. Alongside the importance of assessment runs the value and effectiveness of feedback. In this study feedback is defined as commentaries made in respect of written assignment work. Rowntree’s (1987) seminal text about assessment provides a dramatic, yet highly pertinent claim that feedback “ is the life blood of learning”. The importance of assessment and feedback as a research focus continues to dominate the thinking behind designing appropriate and effective solutions to measure and support learning (Higgins, 2001; Mutch, 2003; Black and Wiliam, 2003; Rust et al 2003). So, why is it that some students do not collect assignment work and therefore cannot benefit from this supposed ‘transfusion’ for learning? Anecdotal evidence from within the School of Education would suggest that there is a small, but persistent, percentage of uncollected assignment work every year. The authors believed that such stories and figures would probably be mirrored within the School of Education and would be echoed across the University. This potential problem prompted the study to find out the extent of the actual problem. The issue of uncollected work and feedback may have consequences for student learning because students are unable to capitalise on any feedback or commentary provided by the tutor. In addition, the issue has particular implications for tutorial time, in terms of time spent writing feedback. This can be frustrating for tutors, who may have taken a great deal of time and thought in providing feedback, which is likely to be tailored to the individual needs of that particular student. The literature discussed with the findings tends to focus on the somewhat narrower dimensions of assessment and feedback, circumventing the larger picture of assessment processes within the wider arena of Higher Education. The report accepts as a given that within the University of Wolverhampton the outcomes based curriculum model is the prevalent design approach, and that alternative curriculum models may be used in other H. E. Institutions. The authors are cognisant that the lack of discussion around the possible influences of current curriculum models influencing H.E. programmes and modules, and consequently their impact on and for assessment and feedback, may pose a significant deficit in the scope of the background reading and discussion. However, as with any curriculum model, the process stands or falls on all the component parts working in synchronisation. If students are not involved or engaged in curriculum design and operation, including assessment processes, a few may feel disenfranchised. This may be a key reason why students neglect to collect assignment work.
    • And how experiments begin: the international prototype kilogram and the Planck constant

      Riordan, Sally; de Courtenay, Nadine; Darrigol, Olivier; Schlaudt, Oliver (Routledge, 2019-01-15)
      The artefact that has defined the kilogram since 1889 is to be retired and the kilogram will instead be defined by fixing the value of the Planck constant. In this paper, I detail some of the elements of this reform, believing that the case study should prompt philosophers to reassess the role scientific standards play in the progress of the physical sciences. A metrological account of scientific standards should explain metrology’s more theoretical motivations and also acknowledge its empirical contribution to the physical sciences. I present three theses towards this end. I develop a more thoroughgoing and yet much weaker version of Bridgman’s operational attitude. I present a picture of the physical sciences united by metrology. Finally, I present the case for a quiet form of realism that attempts to accommodate both the more theoretical and the more pragmatic motivations of the metrologist.
    • Applied Cyberpsychology: Practical Applications of Cyberpsychological Theory and Research

      Hinton, Danny; Stevens-Gill, Debbie; Attrill, Alison; Fullwood, Chris (Palgrave Macmillan, 2016)
      At its core, the field of psychometrics is concerned with the measurement of psychological constructs. The term psychometric is derived from the ancient Greek words ψυχικός (“of the soul”; “of life”) and μέτρησις (“measurement”), and describes a group of methods by which a psychologist can measure a test taker’s cognitive ability, personality, attitudes, interests, or other psychological characteristics relevant to a wide variety of therapeutic, occupational, educational, and forensic settings. These measurements are based on the test taker’s responses to a series of questions and statements, known as items, traditionally administered using a pencil-and-paper system of question booklets and answer sheets. Within practitioner circles (as is the case in this chapter), “psychometrics,” “psychological assessment,” and “psychological measurement” are terms that are used interchangeably (Coaley, 2014).
    • Assessing literacies

      Gipps, Caroline; Cumming, Joy (Dordrecht: Springer, 2005)
      This is an invited contribution to an international handbook. It builds on this author’s contribution to the theory of assessment and the Australian co-author’s expertise in literacy. This cross-national review of literacy assessment policy and practice was able to demonstrate a shift in the theoretical approach to literacy assessment. It proposes a new schema for countries to use in evaluating their literacy assessment in relation to both models of literacy and modern assessment theory. It is thus an original contribution to theory and policy.
    • Avatar based learning support

      Dalziel, Colin; Sutherland, Shane (University of Wolverhampton, 2003)
    • Becoming an eportfolio teacher.

      Hughes, Julie (Washington, DC: Stylus Publishing, 2009)
      This book: Higher education institutions of all kinds - across the United States and around the world - have rapidly expanded the use of electronic portfolios in a broad range of applications including general education, the major, personal planning, freshman learning communities, advising, assessing, and career planning. Widespread use creates an urgent need to evaluate the implementation and impact of e-portfolios. Using qualitative and quantitative methods, the contributors to this book—all of whom have been engaged with the Inter/National Coalition for Electronic Portfolio Research—have undertaken research on how e-portfolios influence learning and the learning environment for students, faculty members, and institutions. This book features emergent results of studies from 20 institutions that have examined effects on student reflection, integrative learning, establishing identity, organizational learning, and designs for learning supported by technology. It also describes how institutions have responded to multiple challenges in e-portfolio development, from engaging faculty to going to scale. These studies exemplify how e-portfolios can spark disciplinary identity, increase retention, address accountability, improve writing, and contribute to accreditation. The chapters demonstrate the applications of e-portfolios at community colleges, small private colleges, comprehensive universities, research universities, and a state system.