Understanding the pedagogical practice in futsal teaching and learning process based on the TGfU approach

The aim of the current study is to understand the pedagogical practice of coaches of youth futsal players based on the TGfU approach. Action Research (AR) approach, developed according to the planning, teaching, observing and reflecting spiral steps, was applied for the teaching of futsal for 12 children aged 9–11 years. An eight-member research group (five student coaches, one research coach and two university professors) was subjected to the same practice. Information was collected from class planning meetings, diagnostic assessment and field diaries of participant and non-participant observers. Based on results, changes in the pedagogical practice were aimed at helping players understanding and using actions to support futsal improvements. AR application also highlighted the emerging understanding about student-coach practices, the influence of coaches who adopt reflective practices or not; and the relevance of using critical player observation at the time of reflecting on how to develop supportive pedagogical practices. Results have shown that the pedagogical practice of coaches has changed over time. The researcher-coach practice and the assistant coach (student-coach 1) was influenced by the perceptions of student-coaches and reflections made in meetings.

Diagnostic Assessment in Numeracy at Grade 3: An Appraisal

The Diagnostic Assessment (DA), which is administered to Grade 3 pupils in Mauritius at the start of the school year, is a classic example of using assessment to support learning. Pupils are assessed on key aspects of numeracy, enabling the early identification of learning difficulties. In this note, we briefly report on the philosophy and background of the DA project, the thinking behind the design of the assessment instrument, and present some findings from the 2018 assessment, all with the idea of demonstrating the potential of the DA in identifying learning difficulties. Such rich information can be very useful to the teacher to design tailor-made instructional interventions.

Diagnostic assessment program for prostate cancer: Lessons learned after 2 years and degree of compliance to Canadian guidelines

Background: In 2018, our Institute launched the Diagnostic Assessment Program (DAP) for prostate cancer. It enabled quick access to a urologist for patients presented to family physician with elevated PSA and allowed fast multidisciplinary patient care. We aim to document our data over 2 years in comparison to data before implementation of DAP and its impact on the degree of adherence to Canadian guidelines. Methods: From April 2016 to April 2020, 880 patients who were evaluated for prostate cancer at Thunder Bay Regional Health Sciences Centre (TBRHSC) were included in this study. Patients’ characteristics, clinical data, waiting times and line of treatment before and after implementation of DAP were calculated and statistically analysed. Results: The median waiting time to urology consultation was significantly reduced from 68 (IQR 27-168) days to 34 (23-44) days (p < 0.001). The time from patient’s referral to prostate biopsy decreased substantially from 34 (20-66) days to 18(11- 25) days after DAP (p < 0.001). After DAP, the percentage of Gleason 6 detected prostate cancers were significantly increased (19.7% to 30%) (p = 0.02). After DAP, rate for intermediate-risk patients elected for external beam radiotherapy (from 53.5% to 57.9%, p = 0.53) and radical prostatectomy (from 34.5% to 39.4%, p = 0.47) increased. More compliance to Canadian guidelines was observed in intermediate risk patients (88% vs 97.3%, p =.008). Conclusions: Implementation of DAP has led to a notable reduction of waiting time to urology consult and prostate biopsy. There is significant increase in Gleason 6 detected prostate cancer. Increased compliance to Canadian guidelines was detected in intermediate risk patients.

An International Comparative Study of Students' Scientific Explanation Based on Cognitive Diagnostic Assessment

Scientific explanation is one of the most core concepts in science education, and its mastery level is crucial for a deep understanding of the nature of science. As a new generation of assessment theory, cognitive diagnostic assessment (CDA) can get the knowledge of students' mastery of fine-grained knowledge. Based on the extant research, this research has formed eight attributes of scientific explanation concepts. By coding the Trends in International Mathematics and Science Study (TIMSS) test items, a CAD tool was formed. Data collected from 574 Grade 4 students in Hangzhou, China, combined with the data of the United States, Singapore, Australia, the United Kingdom, and Russia, were used in our study. The Deterministic Inputs, Noisy “And” gate (DINA) model was used to analyze the results from three aspects: the probability of mastery of attributes, the international comparison of knowledge states, and the analysis of learning paths. This study provided a new perspective from a CDA approach on the assessment of scientific explanation.

Validating a Reading Assessment Within the Cognitive Diagnostic Assessment Framework: Q-Matrix Construction and Model Comparisons for Different Primary Grades

Cognitive diagnostic assessment (CDA) has been developed rapidly to provide fine-grained diagnostic feedback on students’ subskills and to provide insights on remedial instructions in specific domains. To date, most cognitive diagnostic studies on reading tests have focused on retrofitting a single booklet from a large-scale assessment (e.g., PISA and PIRLS). Critical issues in CDA involve the scarcity of research to develop diagnostic tests and the lack of reliability and validity evidence. This study explored the development and validation of the Diagnostic Chinese Reading Comprehension Assessment (DCRCA) for primary students under the CDA framework. Reading attributes were synthesized based on a literature review, the national curriculum criteria, the results of expert panel judgments, and student think-aloud protocols. Then, the tentative attributes were used to construct three booklets of reading comprehension items for 2–6 graders at three key stages. The assessment was administered to a large population of students (N = 21,466) in grades 2–6 from 20 schools in a district of Changchun City, China. Q-matrices were compared and refined using the model-data fit and an empirical validation procedure, and five representative cognitive diagnostic models (CDMs) were compared for optimal performance. The fit indices suggested that a six-attribute structure and the G-DINA model were best fitted for the reading comprehension assessment. In addition, diagnostic reliability, construct, internal and external validity results were provided, supporting CDM classifications as reliable, accurate, and useful. Such diagnostic information could be utilized by students, teachers, and administrators of reading programs and instructions.

How to Assess the Headache—Sleep Disorders Comorbidity in Children and Adolescents

Sleep disorders and primary headaches are frequent health problems in childhood, and they are often comorbid in an individual, linked by a mutual and complex relationship. This comorbidity is frequent and well-documented, but the available literature is usually biased in favor of one aspect or another, mainly depending on the expertise of the authors. The aim of this paper is to review existing literature on the diagnostic assessment of comorbid primary headaches and sleep disorders, so as to propose practical suggestions to accurately investigate the presence of comorbid conditions in children evaluated for primary headaches or for sleep disorders.