Extreme Regenfälle im Südosten und Zentrum Frankreichs im September gehören zu einer sogenannten „Mittelmeerepisode“ (épisode méditerranéen). Diese Ereignisse intensivieren sich durch die globale.Erhitzung. Die Libération hat dazu Klimaforschende befragt, und sie verweist auf eine aktualisierte Studie zur Erwärmung in Frankreich https://www.liberation.fr/environnement/climat/les-intemperies-dans-le-sud-est-de-la-france-enieme-illustration-des-effets-devastateurs-du-rechauffement-climatique-20241018_HCAHWSJACRADZNAVD5G7IZE66M/

Studie: https://esd.copernicus.org/articles/13/1397/2022/

for - adjacency - precautionary principle - risk assessment - progress traps

adjacency - between - precautionary principle - risk assessment - progress trap - adjacency relationship - Precautionary principle is really stating that we don't have enough knowledge and there can be a high risk - Even if there is low probability of occurrence, we must apply precautionary principle to avoid a progress trap

Is this a good way of presenting a portfolio for the Assessment in Learning theories and Learning Design in the Postgraduate Certificate in learning design?

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video presentations - allow for self-critique

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Die Europäische Umweltagentur hat ihren ersten Klimarisiko-Bericht veröffentlicht. Von 36 Risiken erfordern 21 sofortiges Handeln, acht mit besonderer Dringlichkeit. Insgesamt sei Europa bei weitem nicht ausreichend auf die Risiken der globalen Erhitzung vorbereitet, die in Südeuropa am bedrohlichsten seien. Europa ist der von der Erhitzung am stärksten betroffene Kontinent. https://www.derstandard.de/story/3000000211032/eu-muss-sich-auf-katastrophale-folgen-des-klimawandels-vorbereiten

Bericht: https://www.eea.europa.eu/publications/european-climate-risk-assessment

Online learning skills tool from OSU

Positive Meldungen zu Klima und Umwelt 2023: Rekordzuwachs bei den Erneuerbaren, deutliche Verlangsamung der Entwaldung am Amazonas, Abschluss des High Seas Treaty, Erfolg beim Kampf gegen das Ozonloch und weitgehende Wiederherstellung der französischen Grundwasservorräte durch massive Niederschläge. https://www.liberation.fr/environnement/climat/boom-des-energies-renouvelables-repit-pour-lamazonie-nappes-phreatiques-gonflees-a-bloc-retour-sur-les-quelques-bonnes-nouvelles-environnementales-de-2023-20231230_ADVIREAXPJFJ7DI766HR6GCBJ4/

Deutschland hat sich bereiterklärt, 100 Millionen Euro in den Fonds für Klimaschäden einzuzahlen. Das ist etwa ein Promille der geplanten Militärausgaben l. https://taz.de/Deutsche-Zusagen-zur-Klimafinanzierung/!5973914/

Die Entwaldung hat weltweit im letzten Jahr um 4% zugenommen, obwohl sich über 100 Staaten in einem Abkommen verpflichtet hatten, sie zu stoppen. Im letzten Jahr gingen 6,6 Millionen Hektar verloren. Den neuen Bericht zum Status der Wälder verantworten 20 Forschungsinstitutionen und Umweltorganisationen. https://www.liberation.fr/environnement/climat/la-deforestation-mondiale-progresse-avertit-un-rapport-20231024_JX6VOXAC6BEV5CEBJ2DIQOMDVA/

Bericht: https://forestdeclaration.org/resources/forest-declaration-assessment-2023

My complete review:

Take Off Your Mask

I genuinely appreciate the dedicated effort put into developing a new approach for measuring citations. However, I respectfully disagree with the effectiveness of the h-index as a reliable metric, and I believe that proposing a new metric that closely resembles it may not address the existing flaws adequately. Furthermore, I strongly advocate for the inclusion of qualitative measurements alongside quantitative ones, as I believe a comprehensive evaluation should consider both aspects.

The h-index is a simplified measure that counts the number of papers that have been published by a researcher, and the number of times those papers have been cited. However, it is a flawed measure because it does not directly take into account the quality of the papers that have been published. A researcher could have a high h-index by publishing a large number of papers that are not very well-cited, or by publishing a small number of papers that are very well-cited.

I believe that it is important to include qualitative measurements in addition to quantitative measurements. Qualitative measurements can be used to assess the impact of a researcher's work, and the quality of the work that has been published. For example, qualitative measurements could be used to assess the impact of a researcher's work on other researchers, or the impact of a researcher's work on the field of science.

I believe that a new measure of citation should include both quantitative and qualitative measurements. This would allow for a more accurate and reliable assessment of a researcher's impact.

I would like to suggest that the new measure of citation should include the following qualitative measurements:

• The impact of the researcher's work on other researchers.
• The impact of the researcher's work on the field of science.
• The quality of the researcher's work.

With the advancement of technology, we now have the capability to utilize applications such as Open Knowledge Maps, Scite, or Vosviewer to explore the context of citations, their interconnectedness within a network, and the specific keywords employed in the citing manuscripts.

I believe that these qualitative measurements would provide a more accurate and reliable assessment of a researcher's impact than the h-index alone.

About the #TakeOffYourMask I would like to introduce the idea of a hashtag called #TakeOffYourMask as a symbol of my commitment to challenging the reliance on prestige-based assessments, such as the h-index, and embracing a more authentic representation of our research endeavors.

Why assign formative assessments/activities ahead of midterm, etc.

Eine n neue Studie untersucht, am welchen stehen der Erde ein Risiko für extreme Hitzewellen versteht, ohne dass es bisher dazu gekommen ist. Bei diesen Gebieten, zu denen sich Deutschland und die Benelux-Staaten gehören, besteht die Gefahr, dass sie sich unzureichend auf Extremereignisse vorbereiten. https://www.nytimes.com/2023/04/25/climate/extreme-heat-waves.html

Assessment questions

CLICCS Plausibility Assessment Framework

• Social Plausibility Assessment Framework

Universally accepted assessments can also add trust to college and university credentials. There is merit to the notion that higher ed institutions have a conflict of interest when it comes to serving as both learning provider and validator of that learning.

Credential quality and assessment.

Transparency about the assessment procedure for determining if an learner has earned a credential adds trust to the credential.

An assessment method for algorithms. In een sessie werd dit genoemd in combinatie met IAMA als methoden voor assessment.

Schlagenhauf, P., & Deuel, J. (2021). Concerts and COVID: Can the beat go on? The Lancet Infectious Diseases, 0(0). https://doi.org/10.1016/S1473-3099(21)00721-0

ReconfigBehSci. (2021, December 23). Risk of hospital stay 40% lower with Omicron than Delta, UK data suggests https://t.co/VupN8hY4qq [Tweet]. @SciBeh. https://twitter.com/SciBeh/status/1473916654421643266

ReconfigBehSci. (2021, December 8). RT @kallmemeg: NEW: @UKHSA Mini Omicron Update Omicron VOC-21NOV-01 (B.1.1.529) update on cases, S gene target failure and risk assessment… [Tweet]. @SciBeh. https://twitter.com/SciBeh/status/1468673329494216726

Transformative change is required across all aspects of society. With such short time windows, leverage points become critical.

The claim of this paper is that the current (2022) Integrated Assessment Models (IAMs) used by IPCC and therefore policymakers is inadequate due to shortcomings in predicting risk. The paper offers the analytic foundations for an alternative model.

But, aren't these multifaceted, situated, and values-driven modes also constituted of data? Isn't everything represented by data? Even 'subjective' understanding of the world is articulated as data.

Is there some 'standard' definition of data that I'm not aware of in the context of this domain?

This seems like an over-reach. There's nothing about testing that inherently implies that students 'should' progress at the same rate.

ReconfigBehSci [@SciBeh]. (2022, January 14). RT @kallmemeg: NEW: @UKHSA Variant Technical Briefing Technical Briefing 34 https://gov.uk/government/publications/investigation-of-sars-cov-2-variants-technical-briefings Updated Omicron Risk Assessment https… [Tweet]. Twitter. https://twitter.com/SciBeh/status/1482057283957891075

assessment inequities are important sources of frustration; the implication for institutions is that they must conduct a coherent assessment.

COVID-19 Vaccination Field Guide: 12 Strategies for Your Community-. (n.d.). 48.

Inasaridze, K. (2022). COVID-19-related symptoms’ assessment tool. PsyArXiv. https://doi.org/10.31234/osf.io/wf8rv

Meaghan Kall. (2022, February 17). BA.2 risk assessment New this week is upgrading Immune Evasion—Amber 🟨 from low to moderate that BA.2 is antigentically different to BA.1 Unsurprising given the mutation profile, with BA.2 slightly more immune evasive than BA.1 on neuts studies https://t.co/n6DWtiRaNH [Tweet]. @kallmemeg. https://twitter.com/kallmemeg/status/1494100170195312646

What do you think about SPEC grading?

"Rewards" are extrinsic motivators - like the carrot and the stick. Make every session an Awesome Gym Day and let Ss reward themselves by achieving goals they set for themselves. Give them some autonomy and be patient with those who just want to play. They need time.

Fun, fairness, and challenge could inform the development of three standards with students that could be used to structure their PE sessions. Ask them how do you measure fun? How do you measure fairness: How do you measrue challenge? If they participate in the development of standards, they will be more interested in using them as a guide to improvement - have more fun, play more fairly, ramp up the challenge.

If they are focused on improving something - like catching - then they should come with the intention of working on that. PE class is not recess. They should have fun, but if they are not focused on anything other than having fun, then they will not be able to improve in any substantive way and it will be impossible to provide any coaching that might lead to that.

Similar problems in language and writing instruction. Ss want to show off their skills and to experiment and do things their own way. That is fine - accomplished writers do this all the time Shakespeare made up hundreds of words. We are not all Shakespeare though - we can make up words in specific contexts, but in writing instruction, the goal is to master common forms and structures before moving on to display personal creativity, yet, even within common forms, there is room for personal creativity. When assessing in this way, it is important to focus on the standards and what those mean in terms of performance - otherwise, be become bogged down and unable to provide clear, consistent, and actional feedback that can lead to improvement in performance.

All performances are complex, and when coaching, it is impossible to attend to every minute detail. Formative assessment - active coaching - is individualized feedback to improve overall performance. Evaluating that performance, is to focus on the performance as a whole.

I think a performance focus in important in a lot of fields because, ultimately, education is about what folks are able to do. Knowledge of things is not useful until it is applied to some problem or task. A performance focus could improve assessment across the board and shift teachers away from merely testing "content".

Assessment of process is commonly formative; while assessment of performance outcome is often summative, though formative assessments do look at performance outcomes too - from the perspective of informing improvement.

Imposter syndrom is common as people move into more specialized fields. It's common to hear about it from PhD candidates and from PhDs.

Second, although we investigated the effects of formative feedback on students’ metacognitive skills when using feedback strategies with polling systems, we are not able to answer the question how feedback strategies affect student learning. Future research studies should provide understanding which mechanisms behind feedback strategies are responsible for affecting metacognition and must teachers get insight to design effective formative assessments to promote deeper learning.

Davis, N., & correspondent, N. D. S. (2021, December 31). What do we know about the Omicron Covid variant so far? The Guardian. https://www.theguardian.com/world/2021/dec/31/what-do-we-know-about-the-omicron-covid-variant-so-far

That feeling of self satisfaction is a happy end per se. I think it is a characteristic of rewilding if you are looking to assess that.

Evaluating poetry by heritage

• I have a vision to blend thirukkural words into my writings
• https://youtu.be/zxZOgz1IjTU?t=424
• http://kanichaaru.blogspot.com/2014/10/blog-post_99.html
• http://www.tamilvu.org/slet/l4330/l4330pd1.jsp?bookid=271&pno=32

தண்ணீரும் காவிரியே தார்வேந்தன் சோழனே மண்ணாவ துஞ்சோழ மண்டலமே - பெண்ணாவாள் அம்பொற் சிலம்பி யரவிந்தத் தாளணியுஞ் செம்பொற் சிலம்பே சிலம்பு.

பொருள் :-

வற்றாதது காவிரி ஆறு. சோழமன்னனே மன்னருள் சிறந்தோன். சோழநாடே நிலவளம் மிகுந்தது. அம்பர் என்னும் கிராமத்தில் வாழும் சிலம்பியே பெண் என்று சொல்லத்தக்கவள் ஆவாள்.

Boffey, D. (2021, December 15). Omicron likely to accelerate death toll in Europe, says health agency. The Guardian. https://www.theguardian.com/world/2021/dec/15/omicron-covid-likely-accelerate-death-rate-europe-eu-health-agency

Evaluation is not the same as feedback. Evaluation is almost always directed at unsolicited advice. Feedback may praise or criticize, but usually seeks value in something.

Theo Sanderson. (2021, December 8). SGTF Regional data to Dec 6 from https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1039470/Omicron_SGTF_case_update.pdf (Last data point would be expected to be incomplete based on the dates and so to slightly understate growth. And also will already have moved substantially from the midpoint of that last week on 3rd Dec.) https://t.co/1L6tM0sXIZ [Tweet]. @theosanderson. https://twitter.com/theosanderson/status/1468648673668128775

Meaghan Kall. (2021, November 26). B.1.1.529 in the UK • Designated a Variant Under Investigation (VUI) VUI-21NOV-01 • No cases in the UK 🇬🇧 to date • Enhanced case finding & rapid assessment is underway https://t.co/0DGvlgvdPR [Tweet]. @kallmemeg. https://twitter.com/kallmemeg/status/1464210457795907588

assessments and academic integrity

quizzes and assignments at the end of each section to track their performance

discussions, assessment, sharing and interaction

Zubek, J., Ziembowicz, K., Pokropski, M., Gwiaździński, P., Denkiewicz, M., & Boros, A. (2021). Rhythms of the day: How electronic media and daily routines influence mood during COVID-19 pandemic. PsyArXiv. https://doi.org/10.31234/osf.io/czg27

1. Tracking and assessment of students’ progress and assessment during the pandemic online education.

1. Tracking and assessment of students’ progress and assessment during the pandemic online education

Pagel, C., & Yates, C. A. (2021). Tackling the pandemic with (biased) data. Science, 374(6566), 403–404. https://doi.org/10.1126/science.abi6602

Marco, M. A., Meg. (n.d.). How Your Brain Tricks You Into Taking Risks During the Pandemic. ProPublica. Retrieved September 2, 2021, from https://www.propublica.org/article/how-your-brain-tricks-you-into-taking-risks-during-the-pandemic?token=l24Nh-wDyBgy53bhcy5jGvQh1IDRcxzE

People’s Covid Inquiry: Impact of covid on frontline staff and key workers—The BMJ. (n.d.). Retrieved September 1, 2021, from https://blogs.bmj.com/bmj/2021/08/27/peoples-covid-inquiry-impact-of-covid-on-frontline-staff-and-key-workers/?utm_campaign=shareaholic&utm_medium=twitter&utm_source=socialnetwork

Jørgensen, Frederik Juhl, Alexander Bor, and Michael Bang Petersen. ‘How the Development, Features and Roll-Out of a SARS-COV-2 Vaccine Shape Public Acceptance: A Conjoint Experiment in a Large Representative Sample of Danes’. PsyArXiv, 28 June 2021. https://doi.org/10.31234/osf.io/4y8ap.

Petherick, Anna, Rafael Goldszmidt, Eduardo B. Andrade, Rodrigo Furst, Thomas Hale, Annalena Pott, and Andrew Wood. “A Worldwide Assessment of Changes in Adherence to COVID-19 Protective Behaviours and Hypothesized Pandemic Fatigue.” Nature Human Behaviour, August 3, 2021, 1–16. https://doi.org/10.1038/s41562-021-01181-x.

Gargano, J. W., Wallace, M., Hadler, S. C., Langley, G., Su, J. R., Oster, M. E., Broder, K. R., Gee, J., Weintraub, E., Shimabukuro, T., Scobie, H. M., Moulia, D., Markowitz, L. E., Wharton, M., McNally, V. V., Romero, J. R., Talbot, H. K., Lee, G. M., Daley, M. F., & Oliver, S. E. (2021). Use of mRNA COVID-19 Vaccine After Reports of Myocarditis Among Vaccine Recipients: Update from the Advisory Committee on Immunization Practices — United States, June 2021. MMWR. Morbidity and Mortality Weekly Report, 70(27), 977–982. https://doi.org/10.15585/mmwr.mm7027e2

See how age and illnesses change the risk of dying from covid-19 | The Economist. (n.d.). Retrieved June 29, 2021, from https://www.economist.com/graphic-detail/covid-pandemic-mortality-risk-estimator

I want to disagree with this and argue that we should be crafting lessons which allow students to understand the different forms of power which are in play in self-assessment and assessment by others. I appreciate, though, that grades may have too many advantages for that lesson to really take within the context of a course.

Teague, S., Shatte, A. B. R., Fuller-Tyszkiewicz, M., & Hutchinson, D. M. (2021). Social media monitoring of mental health during disasters: A scoping review of methods and applications. PsyArXiv. https://doi.org/10.31234/osf.io/ykz2n

Liverpool, M. L. P., Clare Wilson, Jessica Hamzelou, Sam Wong, Graham Lawton, Adam Vaughan, Conrad Quilty-Harper and Layal. (n.d.). Covid-19 news: Delta variant now causing 91 per cent of UK cases. New Scientist. Retrieved 11 June 2021, from https://www.newscientist.com/article/2237475-covid-19-news-delta-variant-now-causing-91-per-cent-of-uk-cases/

I feel like many of us can relate to this! Equity is uncomfortable, it can be silencing. This reminds me of some Brene Brown (https://debbiedonsky.com/embracing-discomfort-in-equity-work-lessons-from-brene-brown-on-shame-triggers-from-an-anti-oppression-lens/) writings on diving into equitable work. Anti-oppression work requires people to feel deeply and sometimes uncomfortable - as long as they are learning from that discomfort.

Power and oppression exist in our interactions with students everyday in our instructor/student relationship. This is one of the many reasons I try to be aware and reflection on my privilege everyday in lessons, marking and conversations. Reflection on power and oppression is ongoing and we need to be mindful of this in our leadership positions.

Masuyama, A., Shinkawa, H., & kubo, takahiro. (2020). Development and validation of the Japanese version Fear of COVID-19 Scale among adolescents. [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/jkmut

Gross, A., & Cameron-Chileshe, J. (2020, October 4). Less than half UK population to receive coronavirus vaccine, says task force head | Free to read. https://www.ft.com/content/d2e00128-7889-4d5d-84a3-43e51355a751

Lodder, Gerine M. A., Sjoerd van Halem, Anne Bülow, M. A. van Scheppingen, Joshua Weller, and Anne K. Reitz. ‘Daily Fluctuations in Occupation with and Worry about COVID-19’. PsyArXiv, 14 April 2021. https://doi.org/10.31234/osf.io/nf3ja.

This article is ostensibly a response to the use of proctoring software in higher education.

But in order to do that properly the author has also delved into learning and assessment.

It's a well-written piece that questions some of our taken-for-granted assumptions around assessment.

Gusman, M. S., Grimm, K. J., Cohen, A. B., & Doane, L. D. (2021). Stress and Sleep Across the Onset of the COVID-19 Pandemic: Impact of Distance Learning on U.S. College Students’ Health Trajectories. PsyArXiv. https://doi.org/10.31234/osf.io/m5zv9

Hong, I., Frank, M. R., Rahwan, I., Jung, W.-S., & Youn, H. (2020). The universal pathway to innovative urban economies. Science Advances, 6(34), eaba4934. https://doi.org/10.1126/sciadv.aba4934

EU probes low platelet safety signal with COVID-19 shots -. (n.d.). Retrieved March 17, 2021, from https://pharmaphorum.com/news/eu-experts-call-for-allergic-reaction-safety-update-on-astrazeneca-covid-shot/

Chande, A., Lee, S., Harris, M., Nguyen, Q., Beckett, S. J., Hilley, T., Andris, C., & Weitz, J. S. (2020). Real-time, interactive website for US-county-level COVID-19 event risk assessment. Nature Human Behaviour, 4(12), 1313–1319. https://doi.org/10.1038/s41562-020-01000-9

Ibrahim, F. A., & Dykeman, C. (2020, October 23). Counseling Muslim Americans: Cultural and Spiritual Assessments. https://doi.org/10.1002/j.1556-6676.2011.tb02835.x

Webb, S. S., Kontou, E., & Demeyere, N. (2020). Investigating the Impacts of COVID-19 Pandemic on Assessment of Cognition: A Web-based Questionnaire Study. PsyArXiv. https://doi.org/10.31234/osf.io/zx6va

so the weights in the reputation graph are personal knowledge, not citations or whatever.

This goes both ways. A teacher who believes that their job is to control access to specialised information, and to control assessment may use technology to close down learning opportunities (e.g. by banning the use of Wikipedia, YouTube, etc.) and even insisting on the installation of surveillance (proctoring) software on students' personal computers.

Again, you can argue that technology in itself doesn't make the difference.

This seems important: assessment is (ideally) a medium through which learners receive feedback on what they know and are able to do. What if assessment is also a (conscious) feedback loop on the learning experience itself AND perhaps even a source of positive impact regarding the learning experience?

When we privilege certain types of assessment, we necessarily exclude others, and this will often have result of privileging and excluding certain assessment takers.

Important point. We design not only courses, but programs, and they relate to experiences after the program.

Cerase, A. (2020). From “good” intuitions to principled practices and beyond: Ethical issues in risk communication. Geological Society, London, Special Publications, 508. https://doi.org/10.1144/SP508-2020-104

Covid-19 Medical Risk Assessment – Alama. (n.d.). Retrieved October 2, 2020, from https://alama.org.uk/covid-19-medical-risk-assessment/

Prof Fiona Fidler | Collaborative assessment for trustworthy science: The repliCATS project. (2020, July 27). https://www.youtube.com/watch?v=KhDKzEsPouI&feature=youtu.be

In addition, there are also some interesting strategies for getting students to do the reading. See Reading Engagement Strategies, for example.

Ruktanonchai, N. W., Floyd, J. R., Lai, S., Ruktanonchai, C. W., Sadilek, A., Rente-Lourenco, P., Ben, X., Carioli, A., Gwinn, J., Steele, J. E., Prosper, O., Schneider, A., Oplinger, A., Eastham, P., & Tatem, A. J. (2020). Assessing the impact of coordinated COVID-19 exit strategies across Europe. Science, 369(6510), 1465–1470. https://doi.org/10.1126/science.abc5096