Assessment Scoring Research Articles

Teacher-child interaction quality in early childhood education: the impact of teacher beliefs

ABSTRACT This study examines the status of teacher-child interaction quality, the nature of teacher beliefs, and their relationship in the context of preschool classrooms in a metropolitan city in Turkey via a mixed-methods research design. Quantitative data were collected from 47 preschool teachers through teacher survey and structured classroom observation methods using the Classroom Assessment Scoring System (CLASS). In the qualitative dimension, semi-structured interviews were conducted with four preschool teachers, purposefully selected based on their CLASS scores. The results revealed that the overall quality of teacher-child interaction was ‘average’ in the classrooms. Preschool teachers were generally positive about their capabilities to teach and tended to espouse developmentally appropriate practice to a great extent, but these beliefs did not consistently align with the teacher-child interaction quality observed in their classrooms. The study highlights the critical need to bridge the gap between teachers’ beliefs and practices to improve the quality of early childhood education.

Examining the child observation in preschool and teacher observation in preschool in community-based child care centers

Previous research indicates that the Child Observation in Preschool (COP) and Teacher Observation in Preschool (TOP), a companion set of observational tools used to assess the quality of preschool classrooms, capture important aspects of the preschool environment that are associated with children's growth (Farran et al., 2017; Nesbitt et al., 2015; Spivak & Farran, 2016). This study is the first to assess the convergent and predictive validity of these tools in community-based child care centers and compare the tools to the Classroom Assessment Scoring System Pre-K (CLASS Pre-K), a widely used classroom observation tool. We collected COP-TOP and CLASS Pre-K data in 138 classrooms in Georgia as part of a validation study of Georgia's Quality Rated and Improvement System. We also collected child assessment data from 583 preschool-aged children in those same classrooms. Over half of the COP-TOP classroom processes were moderately correlated with at least one of the three CLASS Pre-K domains. COP-TOP classroom processes related to time spent in transition, time spent engaging in sequential activities, involvement in learning activities, and opportunities for math learning were associated with children's math skills, preliteracy skills, and socioemotional development at the end of the year, after controlling for their scores at the start of the year and demographic characteristics. All three CLASS Pre-K domains were significantly associated with children's socioemotional development. We discuss the implications of these results for assessing quality in early care and education programs.

Bone marrow fibrosis is associated with non-response to CD19 CAR T-cell therapy in B-acute lymphoblastic leukemia.

CD19 directed CAR T-cell therapy is used to treat relapsed/refractory B-cell acute lymphoblastic leukemia. The role of the pre-CAR bone marrow (BM) stromal microenvironment in determining response to CAR T-cell therapy has been understudied. We performed whole transcriptome analysis, reticulin fibrosis assessment and CD3 T-cell infiltration on BM core biopsies from pre- and post-CAR timepoints for 61 patients, as well as on a cohort of 54 primary B-ALL samples. Pathways of fibrosis, extracellular matrix development, and associated transcription factors AP1 and TGF-β3, were enriched and upregulated in nonresponders (NR) even prior to CAR T cell therapy. NR showed significantly higher levels of BM fibrosis compared to complete responders by both clinical reticulin assessment and AI-assisted digital image scoring. CD3+ T cells showed a trend toward lower infiltration in NR. NR had significantly higher levels of pre-CAR fibrosis compared to primary B-ALL. High levels of fibrosis were associated with lower overall survival after CAR T-cell therapy. In conclusion, BM fibrosis is a novel mechanism mediating nonresponse to CD19-directed CAR T-cell therapy in B-ALL. A widely used clinically assay for quantitating myelofibrosis can be repurposed to determine patients at high risk of non-response. Genes and pathways associated with BM fibrosis are a potential target to improve response.

Sequential Organ Failure Assessment Scoring Tool for Prediction of Outcome in Obstetric Intensive Care Unit at Tertiary Care Center

Sequential Organ Failure Assessment Scoring Tool for Prediction of Outcome in Obstetric Intensive Care Unit at Tertiary Care Center

97 Attending a memory clinic for assessment and diagnosis of dementia: a qualitative systematic review

Abstract Background Memory clinics have gained recognition for assessment, diagnosis and treatment of a range of memory and cognitive conditions and are often the single point of access for people with suspected dementia. Few studies have focused on the experiences of those who attend a memory clinic for assessment and who receive a dementia diagnosis. The aim of the systematic review reported herein was to explore the experiences of attending a memory clinic from the perspectives of those who receive a dementia diagnosis. Methods A meta-synthesis systematic review was undertaken using six databases including CINAHL Complete, Medline, EMBASE, PsychINFO, ASSIA and Web of Science. An extensive grey literature search was also undertaken. The search yielded 10,490 studies, and following screening by two reviewers, those studies that met the inclusion criteria were then quality assessed using the Brunton et al. (2011) Quality Assessment Criteria and Scoring Tool. Thematic analysis was used to analyse the included studies. Results Ten studies met the inclusion criteria. The resultant meta-synthesis of the evidence identified three analytical themes: (1) ‘Assessment and diagnosis: an emotional journey’ demonstrated that attending a memory clinic can involve a broad range of emotions; (2) ‘Assessment: a relational experience’ highlighted the significance of the nature and quality of the clinician-person relationship; (3) ‘Information: a variable experience’ identified the importance of information and its timeliness. Conclusion Findings highlighted the need to raise awareness of dementia and the role of memory clinics and to keep those who attend, informed about the assessment process at each stage. This may help to alleviate some of the challenging emotions associated with attending a memory clinic. Findings further suggest the potential importance of additional communication training for clinicians, especially where difficult and complex disclosures of dementia need to be made.

Novices can assess microsurgery performance, and this is enhanced using the Manual Suture Parameters for Training and Assessment (M-SParTA) scoring system

This study explores how novices could effectively evaluate the quality of microsurgical suturing. That would be enhanced with using a novel Manual Suture Parameters for Training and Assessment (M-SParTA), which supported novices with guidance on the objective parameters, in order to increased the accuracy of scoring ability. We also propose the following initial framework to train novices in microsuturing using a standardised task: 1) Exposure; 2) Assessment; 3) Hands-on and self-assessment. The independent learning cycle with targeted supervision provides novices with greater autonomy and a less stressful environment that could enhance skills training.

The factor structures of the Classroom Assessment Scoring System Pre-K and mature play observation tool in multi-ethnic Norwegian early childhood centers

The use of standardized assessment tools for the evaluation of quality in early childhood education and care (ECEC) is on the rise, yet a greater understanding of the applicability of these tools across contexts is still needed. This study investigates the factor structure of two assessment tools, the Classroom Assessment Scoring System Pre-K (CLASS) and Mature Play Observation Tool (MPOT) in a free-play focused context serving high numbers of children with diverse language backgrounds in Norway. The study also evaluates the extent to which these tools complement each other to create a more comprehensive understanding of children’s experiences in ECEC in this context. Using confirmatory factor analyses, our results from a sample of 125 multi-ethnic ECEC groups in Norway show a good fit for the two-factor (i.e., adult- and child-focused) model proposed by the authors of MPOT. In line with previous research, the three-factor (i.e., emotional support, classroom organization, and support for learning) model of CLASS required post hoc modifications, resulting in a marginally acceptable model fit. Overall, our findings provide evidence that the original factor structures of these tools can be modeled in urban ECEC centers in Norway, and using these tools provides different insights into children’s ECEC experiences.

Neuroprotection by upregulation of the major histocompatibility complex class I (MHC I) in SOD1G93A mice.

Amyotrophic lateral sclerosis (ALS) is a neurodegenerative disease that progressively affects motoneurons, causing muscle atrophy and evolving to death. Astrocytes inhibit the expression of MHC-I by neurons, contributing to a degenerative outcome. The present study verified the influence of interferon β (IFN β) treatment, a proinflammatory cytokine that upregulates MHC-I expression, in SOD1G93A transgenic mice. For that, 17 days old presymptomatic female mice were subjected to subcutaneous application of IFN β (250, 1,000, and 10,000 IU) every other day for 20 days. Rotarod motor test, clinical score, and body weight assessment were conducted every third day throughout the treatment period. No significant intergroup variations were observed in such parameters during the pre-symptomatic phase. All mice were then euthanized, and the spinal cords collected for comparative analysis of motoneuron survival, reactive gliosis, synapse coverage, microglia morphology classification, cytokine analysis by flow cytometry, and RT-qPCR quantification of gene transcripts. Additionally, mice underwent Rotarod motor assessment, weight monitoring, and neurological scoring. The results show that IFN β treatment led to an increase in the expression of MHC-I, which, even at the lowest dose (250 IU), resulted in a significant increase in neuronal survival in the ALS presymptomatic period which lasted until the onset of the disease. The treatment also influenced synaptic preservation by decreasing excitatory inputs and upregulating the expression of AMPA receptors by astrocytes. Microglial reactivity quantified by the integrated density of pixels did not decrease with treatment but showed a less activated morphology, coupled with polarization to an M1 profile. Disease progression upregulated gene transcripts for pro- and anti-inflammatory cytokines, and IFN β treatment significantly decreased mRNA expression for IL4. Overall, the present results demonstrate that a low dosage of IFN β shows therapeutic potential by increasing MHC-I expression, resulting in neuroprotection and immunomodulation.

EVALUATING CLINICAL ALVARADO SCORING SYSTEM AND CT CRITERIA IN THE DIAGNOSIS OF ACUTE APPENDICITIS

The retrospective study was conducted in Combined Military Hospital from January 2021- January 2022 to assess the diagnostic value of CT and the clinical Alvarado scoring system for patients with acute appendicitis. A total of 200 participants were included in the study. Patient details were recorded, including demographic data, radiological findings, Alvarado clinical assessment scoring, and pathological findings. CT evaluation was based on the diameter of the Appendix, presence or absence of appendicolith, peri appendiceal inflammation, and free fluid. Results showed that there was a significant association between CT criteria (free fluid, peri appendiceal inflammation, and appendicolith) and the presence of appendicitis (P=.01). There also was a significant association between Alvarado score and appendicle diameter (P=.01), and also between WBC and appendicle diameter (P=.01). The cut-off value obtained for appendicle diameter was 6.4 mm. Computed tomography is an accurate modality for diagnosing acute appendicitis. CT and Alvarado score systems provide helpful insight for diagnostic workup of suspected cases of acute appendicitis.

High school science teachers’ assessment literacy for inquiry-based science instruction

ABSTRACT Drawing upon the model for science teacher assessment literacy developed by [Abell, S. K., & Siegel, M. A. (2011). Assessment literacy: What science teachers need to know and be able to do. In The professional knowledge base of science teaching (pp. 205–221). Springer. https://doi.org/10.1007/978-90-481-3927-9_12], this study explored science teachers' knowledge and practices of inquiry-based science instruction (IBSI) in Taiwan, and investigated the possible interactions among the categories of assessment literacy. Forty high school science teachers with relevant experience in IBSI participated in the study. Data were collected from semi-structured interviews and background questionnaires. We analysed the data and developed a coding scheme through both theory-oriented and data-oriented approaches. Four categories of teacher assessment literacy were explored, including assessment purposes, assessed learning outcomes, assessment strategies, and assessment scoring. The results indicated that, through formative assessments, teachers supported students' inquiry-based learning and self-regulated learning in a variety of ways. Furthermore, teachers not only used multiple data sources to assess students' learning performances, but also appreciated both subcategories of assessed learning outcomes - inquiry as means and inquiry as ends. The analysis also revealed some patterns of interactions among the categories of assessment literacy. Based on the findings, discussions and suggestions are provided.

Individual toddlers' interactions with teachers, peers, and the classroom environment in Danish and Dutch childcare: First validation of the inCLASS Toddler

Toddlers' interactions with teachers, peers and the classroom environment are critical for their academic and social development. The newly developed measure – Individualized Classroom Assessment Scoring System for Toddlers (inCLASS Toddler) – evaluated the quality of toddlers' interactions in two European countries. This first validation study examined the structural, construct and criterion validity of the inCLASS Toddler. Using observational data of Danish and Dutch toddlers (N = 211) across 58 classrooms, the hypothesized four-domain structure showed an adequate and marginal fit to the Danish and Dutch data, respectively. Construct validity indicated within-country differences for children's age, but not for gender. Criterion validity was evidenced by small to large relations with children's social-emotional, language, and math skills. These results support the applicability of the inCLASS Toddler for observing toddlers' situated skills in interacting with their environment, which can be useful for practitioners and researchers to evaluate toddlers' interactions in an ecologically valid way.

Nerve Defect Treatment with a Capping Hydroxyethyl Cellulose/Soy Protein Isolate Sponge Conduit for Painful Neuroma Prevention.

Painful neuroma, as one of the complications of nerve injury from disease or trauma, results in instinctive neuropathic pain that adversely affects a patient's quality of life. To intercept neuroma development, capping strategies have been performed as effective therapies. Nonetheless, the most appropriate biocompatible material to shield the nerves is an urgent clinical requirement. Herein, a compatible hydroxyethyl cellulose (HEC)/soy protein isolate (SPI) sponge capping conduit (HSSC) is used to prevent neuroma in vivo. Following capping on the sciatic nerve stump in vivo, the behavior of the rats and the structure of tissues are compared through histological assessment and autotomy scoring. The HSSCs gained a dismal autotomy score and enhanced the amelioration, where inflammatory invasions and overdeposition of collagen are defeated. The expression of myelin growth linked genes (Krox20, MPZ, and MAG) in the HSSC group at the eighth week was almost 2 times higher than that of the no capping group. The HSSC conduit served as a physical barrier to repress the infiltration of inflammation as well as provided an optimum microenvironment for facilitating nerve rejuvenation and intercepting neuroma development during nerve amelioration.

Examining the Psychometrics and Characteristics of the Assessing School Settings: Interactions of Students and Teachers

This article focuses on the psychometric properties and characteristics of the Assessing School Settings: Interactions of Students and Teachers (ASSIST), an observational assessment administered by trained external observers of teacher practices, classroom context, and student behaviors at the classroom level. Study 1 examines variability, reliability, and convergence between ASSIST scores with data from 3,298 classrooms nested within 185 elementary, middle, and high schools. We report school-level intraclass correlations (ICCs), standard deviations, means, and reliability estimates of ASSIST scales; investigate the correspondence among ASSIST-measured constructs with multilevel correlations; and explore school-level predictors of ASSIST global scale scores. Study 2 further examines reliability over time and convergent validity using repeated ASSIST and Classroom Assessment Scoring System–Secondary (CLASS-S) observations in classrooms of 335 teachers in 41 middle schools. The ASSIST global measures exhibited moderate to good reliability across three same-teacher observations (ICCs ranged from .69 to .82). Associations between all ASSIST and CLASS-S scales suggested close correspondence of the measures, especially at the teacher level and school level. Together, these findings highlight the utility of the ASSIST observational measure, both as a research and practice tool, across multiple school types and classroom contexts, and with potential to inform coaching to improve teachers’ classroom management.

Quick Sequential Organ Failure Assessment Score Is a Better Predictor of Septic Shock After Percutaneous Nephrolithotomy: A Secondary Analysis of Two Multicenter Prospective Trials.

Introduction: Recent retrospective literature suggests that the quick sequential organ failure assessment (qSOFA) scoring tool is a potentially superior tool over use of the systemic inflammatory response syndrome (SIRS) criteria to predict septic shock after percutaneous nephrolithotomy (PCNL) surgery. Here we examine use of qSOFA and SIRS to predict septic shock within data series collected prospectively on PCNL patients as part of a greater study of infectious complications. Materials and Methods: We performed a secondary analysis of two prospective multicenter studies including PCNL patients across nine institutions. Clinical signs informing SIRS and qSOFA scores were collected no later than postoperative day 1. The primary outcome was sensitivity and specificity of SIRS and qSOFA (high-risk score of greater-or-equal to two points) in predicting admission to the intensive care unit (ICU) for vasopressor support. Results: A total of 218 cases at 9 institutions were analyzed. One patient required vasopressor support in the ICU. The sensitivity/specificity was 100%/72.4% (McNemar's test p < 0.001) for SIRS and was 100%/90.8% (McNemar's test p < 0.001) for qSOFA. Conclusion: Although positive predictive value for both qSOFA and SIRS in prediction of post-PCNL septic shock is low, prospectively collected data demonstrate use of qSOFA may offer greater specificity than SIRS criteria when predicting post-PCNL septic shock.

Risk Assessment Model for Postpartum Venous Thromboembolism Prevention in Patients with Systemic Lupus Erythematosus.

This article assesses the application of the Royal College of Obstetricians and Gynaecologists (RCOG) venous thromboembolism (VTE) risk model on a cohort of postpartum patients with a history of systemic lupus erythematosus (SLE). This is a secondary analysis of an ongoing patient registry of women with SLE from 2016 to 2022. There were 49 SLE patients with 55 pregnancies using the Definitions of Remission in SLE (DORIS) criteria to determine SLE disease activity. RCOG risk assessment model scoring was calculated for each patient prior to and after delivery. The primary outcome was the qualification of "active SLE" by standard rheumatologic criteria and assessment of recommendations for VTE prophylaxis based on RCOG VTE risk assessment scoring. Data were analyzed using Fisher's exact test, chi-square test, and Mann-Whitney U test with significance defined as p < 0.05. In the study cohort, 34 pregnancies (61.8%) were in DORIS remission at delivery. Twenty-one pregnancies (38.2%) were not and scored 3 points on the RCOG VTE risk model. Of these pregnancies, only 19% (n = 4) were recommended for VTE prophylaxis by the obstetrical provider despite RCOG score ≥3. Only 35.7% (n = 5) of pregnancies in DORIS remission, but with 3 points for non-SLE-related VTE risk factors (n = 14), were recommended for VTE prophylaxis. Of the 20 pregnancies in remission with an RCOG score < 3 after assessing all risk factors, 15% (n = 3) were nevertheless recommended for VTE prophylaxis. No patients had a postpartum VTE regardless of therapy. These data reveal a need to improve upon providing postpartum VTE prophylaxis to SLE patients not in remission while also recognizing a diagnosis of SLE alone should not equate with active disease. Moreover, SLE patients in remission may still warrant VTE prophylaxis if other non-SLE-related risk factors are present. · Those with SLE are at increased risk for VTE postpartum.. · VTE prophylaxis should be instituted when clinically appropriate.. · Caution should be exercised in broadly assigning disease activity for SLE diagnosis only.. · This study supports VTE prophylaxis use in postpartum patients with SLE..

Defining early education quality using CLASS-observed teacher-student interaction.

In this paper we argue that the quality of early education programs or classrooms can be defined in terms of features of teachers' interactions with students observed using the Classroom Assessment Scoring System, or CLASS. We present evidence suggesting that dimensions of teacher-student interactions can be described, observed, and measured consistently across cultures and countries and that such dimensions also have modestly positive influence student development and learning. Evidence is summarized indicating that interactions can also be improved systematically through professional development interventions. The paper relies on a framework that describes core features of effective teacher-student interactions present across countries' highly varied settings and cultural contexts. Limitations of the study include exclusive reliance on the CLASS and that most countries were not low or middle income. We discuss the cross-cultural applicability of the framework and outline suggestions for education policy and practice and future directions for research.

Capturing Classroom Talk With the Low- Inference Discourse Observation Tool: A Validation Study

This paper introduces the LIDO, or the Low-Inference Discourse Observation tool, that captures discourse moves produced by students and teachers in whole-classroom discussions. Coding methods are described, followed by analyses that explore validity of the LIDO through correlations among LIDO-coded discourse moves and between LIDO scores and scores on the Instructional Support domain of the Classroom Assessment Scoring System-Secondary, utilizing 643 audio-recorded classroom lessons. Observations were conducted in fourth through seventh grade urban classrooms, including English Language Arts, Mathematics, Science and Social Studies. Rates of teacher and student discourse moves correlated with each other and with CLASS scores in expected ways, providing evidence of internal and convergent validity. Implications for use in research are discussed, including specific advantages of this new approach, such as the capacity to tease apart teacher behavior from student behavior in the context of classroom interactions.

Comparison of pharmacy student, evaluator, and standardised patient assessment of Objective Structured Clinical Examination (OSCE) performance

Objective: The study aimed to (1) determine if standardised patient (SP) assessment of student communication differs from faculty assessment and (2) identify factors that may affect their assessment scoring since differences between evaluator scoring could impact students’ learning and feedback. Methods: Students completed four OSCEs in spring 2022. Communication skills were scored using a global assessment rubric completed by a faculty evaluator, SP, and student. SPs and students rated their confidence in student recommendations on a scale of 1-5 (1=lowest; 5=highest). Spearman correlation and Wilcoxon matched-pairs signed rank tests were used for analysis. Results: SP global assessment scores were statistically significantly higher than faculty scores. SP global assessment and confidence scores were strongly correlated. Conclusion: Differences in OSCE scoring among evaluator types and factors that may impact scoring are important to explore. SP scores were consistently higher than faculty scores, which should be considered when using OSCEs as assessments.

Risk Assessment Model for Postpartum Venous Thromboembolism Prevention in Patients with Systemic Lupus Erythematosus

Background Patients with Systemic Lupus Erythematosus (SLE) may be at increased risk for developing a venous thromboembolism (VTE), particularly in the postpartum period. The Royal College of Obstetricians and Gynaecologists (RCOG) guideline for postpartum VTE prophylaxis is often used to triage which patients should get VTE prophylaxis. In this RCOG guideline, a score ≥ 3 drives a formal recommendation for postpartum anticoagulation. RCOG is unique in its inclusion of “active SLE” as an actionable VTE risk factor (adding 3 points). We sought to determine if a cohort of postpartum patients with a known history of SLE a) qualify as having “active” SLE by standard rheumatologic criteria b) have other risk factors for VTE c) received the recommended prophylaxis based on RCOG VTE risk assessment scoring and d) had a postpartum VTE. Objective To assess the application of the RCOG venous thromboembolism (VTE) risk model on a cohort of postpartum patients with a history of Systemic Lupus Erythematosus (SLE). Study Design This is a secondary analysis of an ongoing patient registry of women with SLE from 2016-2022. There were 49 SLE patients with 55 pregnancies using Definitions of Remission in SLE (DORIS) criteria to determine SLE disease activity. RCOG risk assessment model scoring was calculated for each patient prior to and after delivery. The primary outcome was the qualification of “active SLE” by standard rheumatologic criteria and assessment of recommendations for VTE prophylaxis based on RCOG VTE risk assessment scoring. Data were analyzed using Fisher’s Exact test, chi-square test, and Mann-Whitney U test with significance defined as p&lt;0.05. Results In the study cohort, 34 pregnancies (61.8%) were in DORIS remission at delivery. Twenty-one pregnancies (38.2%) were not and scored 3 points on the RCOG VTE risk model. Of these pregnancies, only 19% (n=4) were recommended for VTE prophylaxis by the obstetrical provider despite RCOG score ≥ 3. Only 35.7% (n=5) of pregnancies in DORIS remission, but with 3 points for non-SLE related VTE risk factors (n=14), were recommended for VTE prophylaxis. Of the 20 pregnancies in remission with an RCOG score &lt; 3 after assessing all risk factors, 15% (n=3) were nevertheless recommended for VTE prophylaxis. No patients had a postpartum VTE regardless of therapy. Conclusion These data reveal a need to improve upon providing postpartum VTE prophylaxis to SLE patients not in remission while also recognizing a diagnosis of SLE alone should not equate with active disease. Moreover, SLE patients in remission may still warrant VTE prophylaxis if other non-SLE-related risk factors are present.

Language Assessment Instrument Analysis: Scoping and Investigating the Writing Assessment of College English Test Band 4

The writing evaluation portion of the College English Test band 4 (CET-4) in China is the subject of this study. The goal is to evaluate the language evaluation tool utilized in this test and pinpoint its advantages, disadvantages, and prospective growth areas. The study uses a scoping and investigative strategy to fully comprehend the CET-4 writing assessment's administration, scoring, and design. The study makes a contribution to the field of language assessment by offering insightful information on how writing abilities are assessed in high-stake test and by outlining prospective directions for future study and research in this area.