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Robbert Smit Patricia Bachmann Verena Blum Thomas Birri Kurt Hess 《Instructional Science》2017,45(5):603-622
Rubrics are assessment tools that help students gain complex competencies. Our quasi-experimental study aimed to evaluate whether rubrics help teachers teach and assess mathematical reasoning in primary school and whether such an instrument might support student learning. In two Swiss cantons, 762 students in 44 5th- and 6th-grade primary classes worked on their reasoning competencies, and half of them additionally employed our standards-based rubric. All of the teachers received a 1-day training and participated in the final project evaluation. To standardise and support the teachers during the implementation phase, they received a detailed curriculum. An achievement test and questionnaires for students and teachers were administered before and at the end of the intervention. The results of our quantitative longitudinal analyses indicate that the rubric fosters the teachers’ perceived diagnostic skills but only indirectly impacts their use of formative feedback. Based on the students’ perceptions, however, we observed a direct effect of the rubric on formative feedback and student self-assessment. Effects on students’ outcomes could not be observed, but there are indications of effects mediated by self-regulation and self-efficacy. 相似文献
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Giraud G Pethig R Schulze H Henihan G Terry JG Menachery A Ciani I Corrigan D Campbell CJ Mount AR Ghazal P Walton AJ Crain J Bachmann TT 《Biomicrofluidics》2011,5(2):24116
The manipulation of ribosomal RNA (rRNA) extracted from E. coli cells by dielectrophoresis (DEP) has been demonstrated over the range of 3 kHz-50 MHz using interdigitated microelectrodes. Quantitative measurement using total internal reflection fluorescence microscopy of the time dependent collection indicated a positive DEP response characterized by a plateau between 3 kHz and 1 MHz followed by a decrease in response at higher frequencies. Negative DEP was observed above 9 MHz. The positive DEP response below 1 MHz is described by the Clausius-Mossotti model and corresponds to an induced dipole moment of 3300 D with a polarizability of 7.8×10(-32) F m(2). The negative DEP response above 9 MHz indicates that the rRNA molecules exhibit a net moment of -250 D, to give an effective permittivity value of 78.5 ε(0), close to that of the aqueous suspending medium, and a relatively small surface conductance value of ～0.1 nS. This suggests that our rRNA samples have a fairly open structure accessible to the surrounding water molecules, with counterions strongly bound to the charged phosphate groups in the rRNA backbone. These results are the first demonstration of DEP for fast capture and release of rRNA units, opening new opportunities for rRNA-based biosensing devices. 相似文献
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Dennis Bachmann Katarina Grolinger Hany ElYamany Wilson Higashino Miriam Capretz Majid Fekri Bala Gopalakrishnan 《Information Retrieval》2018,21(6):541-564
Recommender systems have dramatically changed the way we consume content. Internet applications rely on these systems to help users navigate among the ever-increasing number of choices available. However, most current systems ignore the fact that user preferences can change according to context, resulting in recommendations that do not fit user interests. This research addresses these issues by proposing the \(({ CF})^2\) architecture, which uses local learning techniques to embed contextual awareness into collaborative filtering models. The proposed architecture is demonstrated on two large-scale case studies involving over 130 million and over 7 million unique samples, respectively. Results show that contextual models trained with a small fraction of the data provided similar accuracy to collaborative filtering models trained with the complete dataset. Moreover, the impact of taking into account context in real-world datasets has been demonstrated by higher accuracy of context-based models in comparison to random selection models. 相似文献
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Maïwenn Kersaudy-Kerhoas Antonio Liga Appan Roychoudhury Marilena Stamouli Rhiannon Grant Damaso Sanchez Carrera Holger Schulze Witold Mielczarek Wilna Oosthuyzen Juan F. Quintana Paul Dickinson Amy H. Buck Nicholas R. Leslie Jurgen Haas Till T. Bachmann James W. Dear 《Biomicrofluidics》2022,16(2)
Drug-induced liver injury (DILI) results in over 100 000 hospital attendances per year in the UK alone and is a leading cause for the post-marketing withdrawal of new drugs, leading to significant financial losses. MicroRNA-122 (miR-122) has been proposed as a sensitive DILI marker although no commercial applications are available yet. Extracellular blood microRNAs (miRNAs) are promising clinical biomarkers but their measurement at point of care remains time-consuming, technically challenging, and expensive. For circulating miRNA to have an impact on healthcare, a key challenge to overcome is the development of rapid and reliable low-cost sample preparation. There is an acknowledged issue with miRNA stability in the presence of hemolysis and platelet activation, and no solution has been demonstrated for fast and robust extraction at the site of blood draw. Here, we report a novel microfluidic platform for the extraction of circulating miR-122 from blood enabled by a vertical approach and gravity-based bubble mixing. The performance of this disposable cartridge was verified by standard quantitative polymerase chain reaction analysis on extracted miR-122. The cartridge performed equivalently or better than standard bench extraction kits. The extraction cartridge was combined with electrochemical impedance spectroscopy to detect miR-122 as an initial proof-of-concept toward an application in point-of-care detection. This platform enables the standardization of sample preparation and the detection of miRNAs at the point of blood draw and in resource limited settings and could aid the introduction of miRNA-based assays into routine clinical practice. 相似文献
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Michèle Grossen Karin Bachmann 《European Journal of Psychology of Education - EJPE》2000,15(4):491-508
The issue of “collaborating to learn” is tackled by analysing a peer-tutoring situation aimed at providing help to students with learning difficulties. The corpus consists of a six-lesson cycle between a 15 year-old student and her 14 year-old tutee who has difficulties with German. The analysis shows that the tutor and the tutee interactively construct the asymmetry and complementarity of their roles. As a consequence, what seemed at first sight to be the tutor’s discursive and guidance abilities appears, upon closer examination, to be the result of the students’ interactional work. In this particular case, the mode of collaboration which is achieved results in the tutor taking charge of the major part of the cognitive work. 相似文献