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This study examines specific exploration activities in students’ visual arts portfolios from secondary education. Creating original visual arts products requires exploration according to Getzels and Csiksentmihalyi (The creative vision. A longitudinal study of problem finding in Art. New York: John Wiley & Sons Inc., 1976). Obtaining insight about the contribution of specific exploration activities to the originality of arts products is important for designing and supporting learning in arts education. The aim of this study is to examine the contribution of activities within three types of exploration: association, combination, and abstraction to originality of visual arts designs. Data consist of 196 portfolio events showing exploration activities and art designs, from 11 Grade 11 visual arts students. Portfolio events were coded for three different types of exploration: association, combination, and abstraction, on a dimension of ascending abstractness. We coded activities within each of these types, on a scale of remoteness, to determine the metaphorical distance. Visual originality of each portfolio event was assessed using the comparative judgment method. Multilevel regression analyses showed all three types of exploration significantly contributed to originality of visual designs. In total, 31% of the variance in originality at portfolio events level was explained by these types of exploration. In general, the more remote exploration activities were, the more original the visual design. These findings are discussed related to the literature on creative processes.

This essay portrays policies, practices and perceptions at the Dutch– German border during the first year of the COVID-19 pandemic. Before that this border was considered one of the most open borders in the world. The first part of the essay deals with the waves of policies and other initiatives aimed at limiting cross-border traffic that have been introduced since March 2020 trying to curb the pandemic. The second part illustrates to what extent these policies might have had an effect on citizens’ cross-border practices and perception of the border

Construct: The authors aimed to investigate the utility of the comparative judgment method for assessing students’ written self-reflections. Background: Medical practitioners’ reflective skills are increasingly considered important and therefore included in the medical education curriculum. However, assessing students’ reflective skills using rubrics does not appear to guarantee adequate inter-rater reliabilities. Recently, comparative judgment was introduced as a new method to evaluate performance assessments. This study investigates the merits and limitations of the comparative judgment method for assessing students’ written self-reflections. More specifically, it examines the reliability in relation to the time spent assessing, the correlation between the scores obtained using the two methods (rubrics and comparative judgment), and, raters’ perceptions of the comparative judgment method. Approach: Twenty-two self-reflections, that had previously been scored using a rubric, were assessed by a group of eight raters using comparative judgment. Two hundred comparisons were completed and a rank order was calculated. Raters’ impressions were investigated using a focus group. Findings: Using comparative judgment, each self-reflection needed to be compared seven times with another self-reflection to reach a scale separation reliability of .55. The inter-rater reliability of rating (ICC, (1, k)) using rubrics was .56. The time investment required for these reliability levels in both methods was around 24 minutes. The Kendall’s tau rank correlation indicated a strong correlation between the scores obtained via both methods. Raters reported that making comparisons made them evaluate the quality of self-reflections in a more nuanced way. Time investment was, however, considered heavy, especially for the first comparisons. Although raters appreciated that they did not have to assign a grade to each self-reflection, the fact that the method does not automatically lead to a grade or feedback was considered a downside. Conclusions: First evidence was provided for the comparative judgment method as an alternative to using rubrics for assessing students’ written self-reflections. Before comparative judgment can be implemented for summative assessment, more research is needed on the time investment required to ensure no contradictory feedback is given back to students. Moreover, as the comparative judgment method requires an additional standard setting exercise to obtain grades, more research is warranted on the merits and limitations of this method when a pass/fail approach is used.

This study reports on the development and validation of a video-based measurement instrument to assess pre-service teachers' (n = 278) professional vision of inclusive classrooms (PVIC). PVIC includes two dimensions of teacher quality that are essential in effective inclusive classrooms: (positive) teacher student interactions (T51) and differentiated instruction (DI). It is the first study to measure pre-service teachers' professional vision through a holistic video-based approach using comparative judgement The validity framework of Chan (2014) was used to investigate construct validity. The results show that the instrument is reliable and valid, and recommendations for use in teacher education programs are formulated. (C) 2018 Elsevier Ltd. All rights reserved.

Brazilian architect Lúcio Marçal Ferreira Ribeiro Lima Costa was a founding father and one the main exponents of Brazilian modern architecture. After passing his childhood in Europe, Costa enrolled in the National School of Beaux-Arts in Rio de Janeiro. Although his first years as a practicing architect were characterized by the influence of the neocolonial movement then in its full vigour, by 1929 Lúcio Costa became, along with Gregori Warchavchik, one of the first advocates of modern architecture in Brazil, influenced by the ideas of Le Corbusier, who had visited Brazil in 1929. Costa was given the opportunity to actively promote modern ideas when he was appointed, in 1930, as head of the National School of Beaux-Arts. One of Costa’s most significant designs from this period, and a landmark in Brazilian and Latin American Modernism, is the Ministry of Education and Public Health (1936–1945), designed with Affonso Eduardo Reidy, Oscar Niemeyer (one of Costa’s former students), and with the participation of Le Corbusier as a design consultant, among others. During his career Costa was able to combine architectural design, landscape architecture, town planning, public service, heritage protection and writing. His most relevant work is the layout of Brasília, the newly built capital city of Brazil (1956–1960).

Recent policy and academic voices in the field of Education for Sustainable Development put forward the importance of a holistic approach to the concept of Sustainable Development. We investigated the personal understanding of ‘Sustainable Development’ of scholars involved in teacher training programs and in the academic field of Education for Sustainable Development. To this purpose, an on-line survey was conducted based on the principle of comparative judgement. After careful selection, 249 academics were found to fit the specific profile for inclusion into the study. All of them were invited and56 of them participated. The instrument consisted of 16 statements built specifically to reflect different interpretations of sustainable development: fragmented, separated, holistic and integrated perspectives. Each participant compared 12 pairs of statements and were asked to decide which one better represented their interpretation of the concept of Sustainable Development in the context of Education for Sustainable Development. Using the D-PAC methodology for comparative judgement, our results show that the statements that were most often chosen prioritized an understanding of Sustainable Development according to which two or three of the dimensions of the concept (environment, society, economy) are seen as separated to each other and less often in an integrated way. The scale reliability was equal to 0.79, indicating good quality of the measurement. The results show that academics in the field of Education for Sustainable Development do not conceive of the concept of Sustainable Development holistically. There is also a tendency towards social and economic aspects of Sustainable Development. Implications for Education for Sustainable Development research and teacher training are discussed.

Eind jaren 70 deed competentiegericht onderwijs zijn intrede in het onderwijs. In deze onderwijsvorm gaat het om de integratie van kennis, vaardigheden en houdingen en het kunnen toepassen hiervan in betekenisvolle en authentieke situaties. Het doel is om mensen beter voor te bereiden op de snel veranderende maatschappij. Een veelgehoorde kritiek op het competentiegericht onderwijs is echter dat de evaluatiemethodes blijven hangen op het niveau van eenvoudig te meten kennisvragen en geen rekening houden met de context waarin de competentie tot uiting komt. Op deze manier schiet competentiegericht onderwijs zijn doel voorbij. Want hoe weet je hoe competenties zich ontwikkelen als je ze niet op de juiste manier meet? In dit artikel gaan we in op de belangrijkste struikelblokken bij het beoordelen van competenties en laten we zien hoe D-PAC een veelbelovend alternatief is.

Given the increasing criticism on common assessment practices (e.g. assessments using rubrics), the method of C omparative Judgement (CJ) in assessments is on the rise due to its opportunities for reliable and valid competence assessment. However, up to now the emphasis in digital tools making use of CJ has lied primarily on efficient algorithms for CJ rather than on providing valuable feedback. Digital Platform for the Assessment of Competences (D-PAC) investigates the opportunities and constraints of CJ-based feedback and aims to examine the potential of CJ-based feedback for learning. Reporting on design based research, this paper describes the features of D-PAC feedback available at different user levels: the user being assessed (assesse), the user assessing others (assessor) and the user who coordinates the assessment ( Performance Assessment Manager (PAM)). Interviews conducted with different users in diverse organizations show that both the characteristics of D-PAC feedback and the acceptance at user level is promising for future use of D-PAC. Despite that further investigations are needed with regard to the contribution of D-PAC feedback for user learning, the characteristics and user acceptance of D-PAC feedback are promising to enlarge the summative scope of CJ to formative assessment and professionalization.

Este artículo analiza algunos proyectos de vivienda estatal construidos en Bogotá por el Instituto de Crédito Territorial (ICT), entre 1964 y 1973. En este período, partiendo de un cuestionamiento al proceder del ICT al momento de su llegada, un grupo de arquitectos reunidos en el Departamento de Diseño de la entidad empezó una búsqueda por nuevas soluciones en aspectos como los trazados urbanos, la relación entre vivienda y espacio público, los sistemas constructivos y la flexibilidad de las viviendas. El artículo se apoya en planos inéditos y entrevistas con arquitectos que estuvieron vinculados al ICT durante el período estudiado. Concluye que en los proyectos analizados se materializó un proceso de investigación y reflexión continuo que arrojó aportes valiosos al desarrollo de la vivienda estatal en Colombia.

Son muchos los terminos que aluden al profundo cambio de orientacion en la arquitectura, el urbanismo y el papel de estos en la sociedad, que se produce en la primera mitad del siglo XX. De la palabra moderno, con todos sus matices y problemas de interpretacion, se desprenden expresiones como el urbanismo cientifico, el funcionalismo o el movimiento moderno, referidas a las ideas del grupo de arquitectos reunidos a partir de 1928 en los Congresos Internacionales de Arquitectura Moderna (CIAM). En esta edicion de Dearq, la palabra moderno se refiere a esta tendencia que inicia a finales de los anos veinte y cuyo ocaso se produce en los anos sesenta y setenta, y de manera mas general a un viraje hacia los valores —tanto sociales como arquitectonicos— de la eficiencia, el progreso y el bienestar