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This article explores how the video essay can be part of a radical pedagogy in the arts and humanities. Written as a dialogue between a screen studies educationalist and a researcher in contemporar...

In today's environment, health students need to be prepared for an ever changing workplace and workforce. They need to understand what demonstrates good quality work and how to assess their standard of work. Evaluative judgement can contribute to student and graduate self-regulation and autonomy in their learning. This toolbox article describes how to implement strategies for developing evaluative judgement in allied health placements. These strategies were developed as part of an occupational therapy program in rural Western Australia, where experiential education is provided through service-learning with both direct and indirect supervision. Practical advice is provided on the use of peer-assisted learning, rubrics, self-assessment and feedback. Challenges and opportunities in implementing strategies to develop evaluative judgement, such as how to achieve effective feedback, are also discussed. The suggested toolbox may be adapted to various clinical placement contexts. Developing evaluative judgement can help to prepare our students to be lifelong learners. This article empowers educators to promote this capability in their students to create work ready graduates, who are able to operate independently and in rapidly evolving, technologically enabled environments.

INTRODUCTION 'Culture' is a word frequently invoked within medical education literature to explain challenges faced by learners in practice. While social settings and practices are widely acknowledged as critical influences on medical education, there is vast variability in how the term 'culture' is employed. This may lead to confusion, resulting in assumptions and oversights. OBJECTIVE This critical literature review aims to characterise how the term 'culture' is explicitly and implicitly conceptualised in medical education research. METHODS Four leading English language journals in the medical education field were searched in a twelve-month period for research papers or reviews that mentioned culture in title or abstract in a substantive way. A content analysis was undertaken of extracted definitions. In addition, metaphor analysis was used to identify conceptual metaphors, which were subsequently clustered thematically. RESULTS Our search yielded 26 papers, 8 of which contained definitions, mostly from the organisational literature. We interpreted nine conceptual metaphors related to how the term culture was employed (terroir, divider, dominant force, toxic force, obstacle, microclimate, object, brand and holdall) in four categories (unchanging, powerful, can adapt around, can be used). DISCUSSION This critical review reveals that medical education as a field: 1) draws most explicitly from the organisational literature; 2) invokes culture in multiple means but in ways that privilege either acontextual human agency or all-powerful social forces; and 3) regards culture as a negative or neutral force but rarely a positive one. There is a notable absence around conceptualisations of 'culture' that allow educator, student and administrator agency but at the same time acknowledge the deep forces that various social settings and practices exert. Other literatures investigating learning cultures and cultural reflexivity focus on this nexus and may provide possible means to advance considerations of culture within medical education research.

While there is now extensive research on informal feedback seeking behaviour by employees in organisations, this literature has received limited attention in higher education. This paper addresses the gap between the two fields of feedback literacy and feedback seeking behaviour. Key organisational feedback seeking behaviour concepts including employee intentions in seeking feedback, the practice of weighing costs and benefits before seeking feedback, the qualities sought in potential feedback providers, feedback seeker characteristics that influence feedback seeking behaviour, and a range of feedback seeking methods and outcomes are outlined and their potential implications for feedback literacy are considered. The paper draws on feedback seeking behaviour literature to propose a research agenda for establishing a stronger and more nuanced understanding of feedback literacy in higher education.

© 2019, © 2019 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. Work-integrated learning (WIL) is a feature of university courses, both in professional areas, where it is commonplace, but also across many different disciplines. Assessment of WIL can be complex as it involves parties and settings external to the university, and it can be problematic because of difficulties in aligning learning activities during placements with what is or can be assessed by the university. This paper explores the relationship between students’ placement experiences and accompanying assessments in contexts where activities are tightly coupled with the curriculum, and in those where it is not. It draws on a qualitative analysis of student interviews and drawings by the interviewees of their WIL experiences, supplemented with analysis of unit guides. Our findings highlight that students’ perceptions of authenticity of assessment were undermined by misalignments between the student, university and industry. Assessment authenticity was perceived by students as based on alignment between their current and future selves in the assessment process, involvement of industry supervisors and relevance of placement activities to assessment activities. The paper discusses the complexity of coordination of educational activities with external partners, especially when one party drives assessment. It then suggests a reframing of WIL assessment to promote alignment and authenticity.

© 2018, Springer Nature B.V. The accuracy and consistency of peer marking, particularly when students have the power to reward (or penalise) during formative and summative assessment regimes, is largely unknown. The objective of this study is to evaluate students’ ability and behaviour in marking their peers’ teamwork performance in a collaborative group assessment context both when the mark is counted and not counted towards their final grade. Formative and summative assessment data were obtained from 98 participants in anonymous self and peer assessment of team members’ contributions to a group assessment in business courses. The findings indicate that students are capable of accurately and consistently judging their peers’ performance to a large extent, especially in the formative evaluation of the process component of group work. However, the findings suggest significant peer grading bias when peer marks contribute to final grades. Overall, findings suggest that students are reluctant to honestly assess their peers when they realise that their actions can penalise non-contributing students. This raises questions about the appropriateness of using peer marks for summative assessment purposes. To overcome the problems identified, this paper proposes a number of measures to guide educators in effectively embedding summative peer assessment in a group assessment context.

In the present study, we investigated whether patterns of letter detection for function and content words in texts are affected by the familiarity of the material being read. In Experiment 1, subjects searched for target letters in sentences that had been rehearsed prior to performing the letter detection on them as well as on unfamiliar sentences. In Experiment 2, subjects searched for target letters in highly familiar verses (e.g., nursery rhymes) and in unfamiliar sentences that were matched to the familiar verses. A disadvantage in letter detection for function as compared with content words consistently found with unfamiliar passages was reduced significantly with the familiar material in both experiments. Specifically, letter detection for content words grew worse in familiar text, but letter detection for function words showed a contrasting modest, though nonsignificant, improvement. The results are consistent with the proposition that in very familiar texts, parafoveal analysis permits the identification of generally less familiar content words. Simultaneously, the normal pattern of weighing the structure and content elements of text changes so that more fixations on function words occur than when one is reading unfamiliar texts.