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International audience; Inquiry activities generate rich opportunities for STEM learning and for assessment. When teachers pay attention to assessment information collected during the course of learning, they are able to interpret and make decisions about such assessment data in a timely fashion that can drive future planning and support student learning, for example through feedback. This chapter focuses on how classroom talk can generate evidence of learning and how teachers can utilise this to enable assessment to guide inquiry learning. It looks at several vignettes from different countries of on-the-fly interactions in inquiry settings and unpacks how teachers organised, facilitated and assessed learning in inquiry classrooms. Finally, the chapter considers opportunities, dilemmas and constraints that occurred as teachers attempted to integrate on-the-fly assessment into their existing assessment classroom practices.

Summative assessments that are integrated within the daily pedagogy of teachers are problematic. Some argue that they cannot both be helpful to pedagogy and yield results that are comparable across and between schools. Others claim that there is enough evidence to show that these targets can be achieved. The project described in this paper explored how teachers might enhance their competence in summative assessment in ways which might also have a positive effect on their teaching and learning. A strategy was developed based on five key features of summative assessment practices. The findings, from a longitudinal study with 18 teachers, are based on the teachers’ opinions, both about the quality of the results which they achieved, and about the positive impacts on the involvement of pupils, on collaboration between teachers, and on interaction with parents. The project involved teachers of English and mathematics in three schools, working with the authors, over two-and-a-half years.

This paper describes some of the findings of a project which set out to explore and develop teachers’ understanding and practices in their summative assessments. The focus was on those summative assessments that are used on a regular basis within schools for guiding the progress of pupils and for internal accountability. The project combined both intervention and research elements. The intervention aimed both to explore how teachers might improve those practices in the light of their re‐examination of their validity, and to engage them in moderation exercises within and between schools to audit examples of students’ work and to discuss their appraisals of these examples. This paper reports findings, arising from this work, of the research that aimed to study how teachers understand validity, and how they formulate their classroom assessment practices in the light of that understanding. The paper also considers how that understanding might be challenged and developed. It was found that teachers’ attention ...

Chagas disease is a parasitic infection that leads to a significant public health problem in countries where the disease is endemic and where it is nonendemic. Benznidazole is the most commonly used drug for the etiological treatment of Chagas disease. Patients treated with benznidazole suffer frequent adverse drug reactions. Although arthralgia is common, arthritis has been reported as a very rare side effect. The objective of this study was to describe arthritis in a cohort of Trypanosoma cruzi -infected patients treated with benznidazole.

The aim of the present study was to build a population pharmacokinetic (popPK) model to characterize benznidazole (BNZ) pharmacokinetics in adults with chronic Chagas disease. This study was a prospective, open-label, single-center clinical trial approved by the local ethics committee. Patients received BNZ at 2.5 mg/kg of body weight/12 h (Abarax, Elea Laboratory, Argentina) for 60 days. Plasma BNZ samples were taken several times during the study and analyzed by high-performance liquid chromatography with UV-visible detection (HPLC-UV). The popPK analysis was done with NONMEMv.7.3. Demographic and biological data were tested as covariates. Intraindividual, interoccasion, and residual variabilities were modeled. Internal and external validations were completed to assess the robustness of the model. Later on, simulations were performed to generate BNZ concentration-time course profiles for different dosage regimens. A total of 358 plasma BNZ concentrations from 39 patients were included in the analysis. A one-compartment PK model characterized by clearance (CL/ F ) and the apparent volume of distribution ( V / F ), with first-order absorption ( K a ) and elimination, adequately described the data (CL/ F , 1.73 liters/h; V / F , 89.6 liters; and K a , 1.15 h −1 ). No covariates were found to be significant for CL/ F and V / F . Internal and external validations of the final model showed adequate results. Data from simulations revealed that a dose of 2.5 mg/kg/12 h might lead to overexposure in most patients. A lower dose (2.5 mg/kg/24 h) was able to achieve trough BNZ plasma concentrations within the accepted therapeutic range of 3 to 6 mg/liter. In summary, we developed a population PK model for BNZ in adults with chronic Chagas disease. Dosing simulations showed that a BNZ dose of 2.5 mg/kg/24 h will adequately keep BNZ trough plasma concentrations within the recommended target range for the majority of patients. (This study has been registered at EudraCT under number 2011-002900-34 and at ClinicalTrials.gov under number NCT01755403.)

Background: Benznidazole is one of the two most effective antiparasitic drugs for Chagas' disease treatment. However, knowledge about its toxicity profile is mostly based on post-marketing observational studies. Objectives: Our study combines data from two prospective clinical trials designed to assess the safety of the drug newly produced by ELEA Laboratories (Abarax(R)). Methods: Eligible participants were selected using a consecutive sampling strategy in the CINEBENZ and BIOMARCHA studies between 2013 and 2016 (EUDRACT 2011-002900-34 and 2012-002645-38, respectively, and clinicaltrials.gov NCT01755403 and NCT01755377, respectively). Enrolled subjects received treatment with 5 mg/kg/day benznidazole orally in two divided doses for 8 weeks and were followed up fortnightly. Results: We observed 305 adverse reactions in 85 of 99 participants (85.9%). Each patient had a median of three adverse reactions, 89.5% were mild and the median duration was 12 days. Most adverse reactions appeared in the first month of treatment except arthritis and peripheral neuropathy. Twenty-six patients did not complete treatment: 2 were withdrawn, 1 for ectopic pregnancy and 1 for epilepsy relapse due to cysticercosis; 2 were lost to follow-up; and 22 were owing to adverse reactions, two of them severe. We observed some unexpected adverse reactions that have not been described previously, such as psychiatric symptoms, erectile dysfunction, menstrual cycle alterations and lung infiltration. Conclusions: There is a very high frequency of adverse reactions to benznidazole. Most adverse reactions are mild, but the treatment burden is significant and unexpected reactions are not rare. Severe reactions are uncommon, but they can be life-threatening. Further studies are necessary to optimize treatment.