Children’s self-reported discomfort of restorative treatments for deep caries lesions in primary teeth: Results from a randomized clinical trial

The aim of this study was to evaluate the impact of different restorative techniques to treat deep caries lesions of primary molars on children’s self-reported discomfort. A randomized clinical trial with two parallel arms (1:1) was conducted in São Paulo, Brazil. 4-8 years-old children with at least one occlusal or occlusoproximal deep caries lesion in primary molars were selected. Molars were randomly allocated into two groups: (1) restoration performed with calcium hydroxide cement followed by high-viscosity Glass Ionomer Cement (CHC+HVGIC), and (2) HVGIC restoration. Immediately after the intervention, children reported the experienced discomfort during restoration to an external examiner using a Wong-Baker face-scale. Children’s self-reported discomfort was analyzed using Poisson regression comparing both groups and assessing other variables’ influence (α=5%). One hundred and eight children fulfilled the eligibility criteria and were randomized in the two groups (n=54). Most of the children who received CHC+HVGIC restorations reported none or minimal discomfort (83.3%). Similar scores (92.6%) were reported for those treated with HVGIC (p=0.758). The mean reported discomfort in children with CHC+HVGIC restorations was 0.37(1.01), and 0.41(1.01) for those with HVGIC restorations. Children’s self-reported discomfort was associated with age, sex, children’s cooperation, and intervention duration. We can conclude that CHC+HVGIC or HVGIC restorations result in none or minimal discomfort in the management of deep caries lesions, being considered a reliable option.

Vurderingskriterier i utøvende musikk – et verktøy for pålitelig vurdering av studentenes bachelorkonsert?

At the Norwegian University of Science and Technology (NTNU), Department of Music (IMU), new assessment guidelines were implemented during spring 2019, which had consequences for the assessment of bachelor concerts. The assessment guidelines offered two substantial new tools for external examiner use in summative assessment: They contained predefined assessment criteria and mark descriptions adapted to the expected learning outcome on the main instrument. In this chapter, I attempt to find out how the new tools function in practice and whether they clarify the task for the external examiners and increase transparency. A focus group interview with six examiners who used the guidelines at IMU is used to shed light on different aspects of the summative assessment. Sadler’s theory of qualitative assessment and the twin concepts of holistic and analytic assessment are used as a basis for my discussion.

My Experience of Participating as External Examiner in Online Radiology Residents Exit Examination During COVID Pandemic

Life has brought us to such a point, where we are forced to think, whether we actually have done any progress or not, in last so many years. COVID 19 has forced everyone to standstill and most developed nations are biggest sufferers. Till date, most modes of travel, including International flights, are more or less stopped, and we yet don’t know, when all this will start again. We are slowly and steadily accepting COVID as part and parcel of life, and steadily trying to return to work. In Medical schools in India, Postgraduate Exit Examination (PEE) are usually scheduled in April to June, with atleast two External Examiners travelling to Medical College, from same or different state. Due to restriction on travel and Government advisory, PEE couldn’t be held in April 2020; and henceforth Medical Council of India (MCI) had to change its policy in regard to PEE. Board of Governors (BOG) MCI held a meeting on 15 May 2020 and decided to give one-time relaxation to Medical Universities, for appointment of External Examiners (EE) for year 2020-2021, in view of COVID pandemic. Medical Universities were asked to complete PEE until 30 June 2020, with following options:

Implications of Assessing Student-Driven Projects: A Case Study of Possible Challenges and an Argument for Reflexivity

Employing student-driven project work in a higher education setting challenges not only the way in which we understand students’ learning and how we define the expected learning outcomes, it also challenges our ways of assessing students’ learning. This paper will address this question specifically and illustrate with a case that highlights some of the challenges that may arise in practice when assessing student-driven, problem-based projects. The case involved an assessment situation in which a discrepancy arose between the internal and external examiner in relation to what was valued. The discrepancy had consequences not only for the concrete assessment of students’ work, but also for the validity of the problem-based university pedagogy in general, and it raised the question of how to assess students’ work adequately. The research focus of this study was to explore the implications of assessing student-driven projects within a progressive approach to higher education teaching, along with the potential underlying issues. We found a need for clear assessment criteria while insisting on a space for students’ creativity and reflexivity as essential parts of a learning process. The paper thus makes a case for the notion of reflexivity as an assessment criterion to be integrated into learning objectives.

Language Mastery of Refugee Children in Malaysia Despite Adverse Circumstances

Refugee education is a challenge to the Malaysian government, with the ever rising influx of refugees into the country. Malaysia has policies in place whereby refugee children are not entitled or allowed an education in the government school system. They are encouraged to secure private education. The researcher was appointed as the external examiner for Year Six, the final year of Primary Education, whereby it was noted that a number of students had mastery of languages despite their adverse circumstances as refugee children. Eleven students from the refugee camp were randomly selected on the basis of anonymity. They were interviewed within a secure environment and this data was analysed along with the test answer scripts. The study seeks to explore plausible reasons for their language mastery despite adverse circumstances and offers insights for the findings to be applied within a local context where English is taught as a second language. Key words: refugee, education, mastery, languages

Using the lie detector test to curb corruption in the Nigerian Police Force

Purpose This paper aims to critically examine the lie detector test policy of the Nigeria Police Force to determine if the policy is capable of curbing corruption in the Nigerian Police Force. Design/methodology/approach The analysis took the form of a desk study, which analyzed various documents and reports such as the report by the United Nations Office on Drugs and Crime and the National Bureau of Statistics titled “Corruption in Nigeria – Bribery: Public Experience and Response,” Transparency International’s Corruption Perceptions Index 2017, the report by the International Police Science Association and the Institute for Economics and Peace. Findings This paper determined that the lie detector test policy of the Nigeria Police Force could achieve its desired objectives if the following recommendations are implemented: The Nigeria Police Reform Trust Fund bill should be given accelerated consideration in the Senate and House of Representatives based on its urgency and significance for the new lie detector test policy of the Nigeria Police Force. There is need for the Nigerian Police to have enough funds to conduct trainings for police personnel who are chosen as examiners for the lie detector tests. The Nigerian National Assembly will need to pass an Act to provide for the licensing of detection of deception examiners – commonly known as polygraph or lie detector operators – and regulation of that profession. The act should set forth the conditions under which persons may be admitted to practice detection of deception with a polygraph, the standards they must observe and the types of polygraph devices that they may henceforth be used lawfully. This is what was done in the State of Illinois. The Nigeria Police Force is advised to make use of two examiners for the lie detector test: one in-house examiner and one external examiner. The external examiner may be from another country in which corruption is not at a high rate, and must be someone of high integrity and professional competence. This measure may reduce the risk of bribery and corruption in the system. It will also bring more integrity and transparency into the system. The external examiner may also carry out “on the job training” with the in-house examiner while the polygraph exercise is going on. The Nigeria Police Force must make a new policy that mandates that all transactions relating to the purchase of polygraph machines must be conducted in an open and fair manner that recognizes the need for the transaction to be done directly with the seller, and not through a sales agent. This policy may help prevent a situation where a corrupt sales agent connives with a corrupt police officer to defraud the police unit. An ongoing approach to screening should be considered for specific positions, as circumstances change, or for a comprehensive review of departmental staff over a period. The Nigeria Police Force should have a policy that mandates that the lie detector test should be taken once in five years by all staff of the Nigeria Police Force. For staff in very sensitive positions, the lie detector test should be taken every three years. This will enable the lie detector policy to be more effective. Let us take, for example, a person passes the lie detector test genuinely without any influence of corruption; there is still a possibility that the person may change over time. The temptation to follow current employees to collect bribes is very high. But if the Nigeria Police Force put a policy in place that mandates every police personnel to take the lie detector test every five years starting from the first five years after recruitment, the cankerworm called corruption may be curbed effectively. Imagine if every police personnel knew that they were going to be asked by an examiner, five years after working, to confirm if they ever collected bribe during the time they served in the police force; most employees will desist from taking bribes or engaging in corrupt acts. The above measure will ensure that current employees who are chosen as examiners for the lie detector tests are fit and proper persons for the job. Research limitations/implications This paper focuses on the new lie detector test policy of the Nigeria Police Force. It does not address the other anti-corruption policies of the Nigeria Police Force. Originality/value This paper offers a critical analysis of the lie detector test policy of the Nigeria Police Force. It will provide recommendations on how the policy could be strengthened. This is the only paper to adopt this kind of approach.

Eksamens- og standpunktkarakterer – to sider av samme sak?

I denne artikkelen undersøker vi hvilken funksjon den norske ordningen med henholdsvis eksamens- og standpunktkarakter har for læreres vurderings-praksis. Analysen bygger på nasjonal karakterstatistikk og intervjuer med lærere som underviser i norsk eller matematikk i videregående skole, og som har erfaring fra å vurdere elevenes sluttkompetanse i disse fagene ved hjelp av begge disse vurderingsordningene. Studien tar utgangspunkt i en utdannings-politisk utvikling preget av forsterkede forventinger om å se standpunkt-karakterer og eksamenskarakterer i sammenheng. Dette er uttrykt som at det bør være et visst samsvar mellom disse vurderingsordningene, til tross for at standpunkt- og eksamenskarakterene blir satt på ulike premisser og springer ut av svært ulike kontekster. Felles for begge vurderingsformer er imidlertid at eleven skal få demonstrert sluttkompetanse i et fag. Vi viser hvordan disse to vurderingsformene veies opp mot hverandre i lærernes egne vurderings-praksiser, og bygger videre på lærernes synspunkter i en diskusjon av i hvilken grad eksamenskarakteren bør anses som egnet til å kvalitetssikre læreres standpunktvurdering.Nøkkelord: standpunktkarakter, eksamenskarakter, elevers sluttkompetanse, læreres vurderingspraksisNational examination grades and final classroom grades – two of a kind?AbstractIn this article, we analyse differences between grades based on national examinations, and final grades based on summative classroom assessment at the end of upper secondary education, using data from two subjects: Norwegian language and advanced mathematics. We compare the two types of grades over time and provide a statistical demonstration of the differences. Through interviews with teachers of Norwegian or mathematics in upper secondary education, we highlight the differences between grading based on summative classroom assessment and being an external examiner. We show how these two assessment methods are weighed against each other in the teachers' own assessment practices, before we finally discuss the extent to which teachers perceive the exam grades as a form of measure for quality assurance of the grade based on summative classroom assessment in the same subject.Keywords: summative classroom assessment, national examination grades, students’ final competence, teachers’ grading practices

Pedagogic frailty: A concept analysis

This paper adopts the approach of a map-enhanced concept analysis of pedagogic frailty with the intention of increasing clarity of purpose of the model and to promote more explicit discussion on how the term could be used positively within the educational research literature. Examples that are given here show that commonly used expressions such as ‘teaching excellence’ and ‘research-led teaching’ contain so much variation in meaning as to be misleading in their use. The maps offered show different perspectives in aspects of pedagogic frailty, such as those that may be perceived by an external examiner to a programme. The recurrence of frailty at varying levels of resolution and at different times within an evolving Higher Education context means that management of frailty and resilience should be embedded as a constant, dynamic activity within an institution, rather than a single-shot intervention.