Assessment Practices Research Articles

Enhancing the quality of competency assessment for elementary school students in modern education

The paper aims to explore strategies to enhance the quality of competency assessment for elementary school students in the context of modern education. Through a comprehensive study conducted from February 2022 to January 2024 in Hai Phong city, data were collected from 112 educational administrators and 564 teaching professionals. The research employed a mixed-methods approach, combining surveys and interviews to gather insights into current assessment practices and challenges. Findings underscored the critical role of competency assessments in facilitating student development. They revealed a need for tailored assessment methods aligned with contemporary educational standards and student-centered approaches. Additionally, the study highlighted the importance of continuous professional development for educators to improve their assessment literacy and competency evaluation skills. Overall, the research suggests that implementing targeted strategies can lead to more accurate and holistic assessment practices, ultimately fostering student growth and development in elementary education.

Comparative Analysis of Artificial Intelligence (AI) Languages in Predicting Sequential Organ Failure Assessment (SOFA) Scores.

The Sequential Organ Failure Assessment (SOFA) score plays a crucial role in intensive care units (ICUs) by providing a reliable measure of a patient's organ function or extent of failure. However, the precise assessment is time-consuming, and daily assessment in clinical practice in the ICU can be challenging. Realistic scenarios in an ICU setting were created, and the data mining precision of ChatGPT 4.0 Plus, Bard, and Perplexity AI were assessed using Spearman's as well as the intraclass correlation coefficients regarding the accuracy in determining the SOFA score. The strongest correlation was observed between the actual SOFA score and the score calculated by ChatGPT 4.0 Plus (r correlation coefficient 0.92) (p<0.001). In contrast, the correlation between the actual SOFA and that calculated by Bard was moderate(r=0.59, p=0.070), while the correlation with Perplexity AI was substantial, at 0.89, with a p<0.001. The interclass correlation coefficient analysis of SOFA with those of ChatGPT 4.0 Plus, Bard, and Perplexity AI was ICC=0.94. Artificial intelligence (AI) tools, particularly ChatGPT 4.0 Plus, show significant promise in assisting with automated SOFA score calculations via AI data mining in ICU settings. They offer a pathway to reduce the manual workload and increase the efficiency of continuous patient monitoring and assessment. However, further development and validation are necessary to ensure accuracy and reliability in a critical care environment.

Inclusive curriculum design: Meeting the diverse needs of students for social improvement

Inclusive curriculum design is a critical framework in contemporary education aimed at addressing the diverse needs of students for fostering social improvement. This review explores the foundational principles and practical strategies of inclusive curriculum design to enhance educational equity and societal progress. Inclusive curriculum design prioritizes the creation of learning environments that accommodate the varied backgrounds, abilities, and learning styles of all students. It recognizes the importance of representation, diversity, and inclusivity in course content, instructional methods, and assessment practices. By embracing diversity and equity as core values, inclusive curriculum design seeks to dismantle barriers to learning and promote equal opportunities for academic success. Central to inclusive curriculum design is the concept of universal design for learning (UDL), which emphasizes flexible instructional approaches that cater to individual differences. UDL encourages educators to provide multiple means of engagement, representation, and expression to support diverse learners effectively. Moreover, inclusive curriculum design promotes the incorporation of culturally responsive teaching practices that validate students' identities and experiences. By integrating diverse perspectives into the curriculum, educators can foster empathy, understanding, and respect among students, contributing to a more inclusive and harmonious society. Through the implementation of inclusive curriculum design, educational institutions can play a pivotal role in advancing social improvement by cultivating inclusive learning environments where every student feels valued, respected, and empowered to succeed. By embracing diversity and equity in curriculum design, educators can nurture the next generation of compassionate and socially conscious citizens who are equipped to contribute positively to a more inclusive and equitable society. Keywords: Education, Curriculum Design, Social Improvement, Diverse Needs, Students, Review.

Draft-free air conditioning through split membrane ceiling system: An exploratory study

The draft caused by convective air-conditioning is a primary contributor to thermal discomfort, particularly in localized cooling scenarios. While radiant systems offer a windless alternative, their condensation risks and maintenance costs bring concerns. In response, our research proposes an air-based radiation-convection hybrid system that’s draft-free and easy to implement. By suspending a breathable, flexible, textile-based membrane beneath the ceiling, the system mitigates drafts from ceiling-mounted air conditioners and leverages the membrane’s vast surface area for radiation. This work is an exploratory study focused on a retrofit split membrane system laying below the commercially packaged air conditioner (PAC). Three independent experimental studies were conducted. The first is a full-scale experiment assessing the membrane’s impact on PAC system operation and heat load management. The second is fundamental research to determine the permeation and airflow deceleration properties of different membranes. The third is a practical assessment in a self-study room retrofitted with the split membrane, aiming to determine the possibility of maintaining draft-free conditions. Results indicate that membranes with high laying ratios risk airflow short-circuiting. It can be reduced by adjusting the laying ratios and altering the laying pattern of the membrane, which also improves perimeter heat load management. Moreover, the permeation characteristics of various membrane materials were examined through flow and velocity attenuation coefficients. Besides material considerations, preliminary observations suggest that the membrane’s curvature could influence its permeation. Furthermore, the temperature and velocity data preliminarily affirmed the anti-draft performance of the split membrane ceiling system.

Epidemiological update of cystic echinococcosis in livestock and assessment of practices related to its control in the Mediterranean area

Cystic echinococcosis (CE), caused by the tapeworm Echinococcus granulosus, is a zoonotic parasitic disease that still represents a serious threat to human and animal health worldwide. The Mediterranean basin is recognized as one of the major hotspots of CE due to several factors, including the presence of diverse intermediate host species as well as socio-economic and cultural conditions of local communities. This study aims to take a closer look at epidemiological data on CE in the Mediterranean area and assess the knowledge attitudes and practices of shepherds towards this disease in four countries (Algeria, Greece, Italy and Tunisia), highly endemic for CE, with the final goal of identifying highly endemic risk areas and practices in use which might potentially allow the persistence of E. granulosus infection in these areas. To update the epidemiological scenario of CE in Mediterranean areas, a comprehensive review of peer-reviewed literature on CE prevalence data published during the 2017–2023 period was carried out and, through a geographical information system (GIS), a map displaying the current CE distribution in the Mediterranean area was generated. In addition, a questionnaire survey was conducted through in-depth interviews of the farmers to collect information on their management system as well as knowledge attitudes and practices towards CE. From the farmer-participatory survey some risky practices emerged including the non-regular deworming of dogs or the use of ineffective drugs or dosing, as well as the provision of uncooked animal viscera to dogs. Finally, lower levels of knowledge and awareness of the disease was observed among farmers from North Africa compared with those of European countries. In conclusion, the results obtained highlight that CE is still a very serious problem in Mediterranean areas and increased efforts are needed to promote awareness among farmers and to turn research results into policy in order to reduce the spread of this disease, according to the One Health perspective.

Lite RGB-based measurement method for ballast fouling index prediction through subsampling

Ballasted track is the major form of freight railroads. Despite various requirements for material selection, ballast will degrade due to wear and the infiltration of fine materials. These fine particles will cause ballast fouling and degraded track performance. The fouling condition is directly related to both ballast performance and track maintenance planning. It can be quantitatively assessed using the Fouling Index (FI), calculated as the sum of the percentages of materials passing through No. 4 (4.75 mm) and No. 200 (75 µm) sieves. Traditional fouling assessment methods rely on labor-intensive sieve analysis. While non-destructive techniques such as Ground Penetration Radar, Impulse Response, Surface Wave, and SmartRock offer alternatives, they require specialized equipment and skilled technicians for accurate interpretation. Deep learning models have also been employed, trying to assess ballast fouling conditions by segmenting particles. However, these models struggle to account for fine materials. Recently, the FI was found to be linearly correlated with the variance of RGB (Red, Green, Blue) intensities in fouled ballast images, and this correlation could be used to assess ballast fouling conditions. Improving upon the previously developed FI prediction model and making it more practical, this study proposes an enhanced and lite RGB-based model that predicts the FI through a simple random subsampling approach. The optimal subsample size is determined both experimentally and analytically. Based on the results obtained from this study, the correlation between FI and the variance of RGB intensities in fouled ballast images is further confirmed. The proposed lite model can achieve the same accuracy in FI prediction but requires fewer than 1 % of the data points needed by previous methods, which demonstrates its promising potential for ballast fouling condition assessment practice.

Online assessment practices during the pandemic in secondary schools in Catalonia

ABSTRACT During the COVID-19 pandemic, teachers had to face different teaching and assessment challenges. This study aims to analyse the relationship between the assessment practices of teachers (related to their assessment conceptions) with their self-perceived level of teachers’ digital competence (TDC) and their received TDC and assessment training courses. For this, the authors applied an online questionnaire that analysed the case of secondary school teachers in Catalonia (Spain) (n = 278). Results show that participating teachers who have the highest self-perception of TDC are the ones who perceive themselves as integrating mainly formative assessment. Significant correlations were also found between recent teacher training and the kind of assessment practices carried out by participants. Official certification of TDC also has a statistically significant association with different assessment characteristics and purposes. Finally, the implications of these findings for pre-service and in-service teacher training are discussed, both regarding the TDC and the assessment competence.

Recognizing dominant cultures around assessment and educational change in physics programs

Leaders, policymakers, and researchers have called attention to the need to improve critical aspects of physics programs, from teaching and pedagogy to making physics more diverse and equitable. As such programmatic changes are challenging and require a second-order change to be effective, many physics faculty responsible for carrying them out are not equipped with the necessary experience and support to do so. This can result in a significant waste of resources and time. Moreover, while there is a robust body of literature in higher education focusing on institutional and cultural change, there is a limited understanding of the baseline of the culture of physics programs (where physics programs are starting from), a critical aspect that shapes the change effort. Dr. David Craig and Dr. Joel Corbo with the support of the American Physical Society and the American Association of Physics Teachers developed the Departmental Action Leadership Institutes (DALIs) to meet the needs of the physics community by supporting physics faculty to effectively design and implement departmental change focusing on areas needing improvement. In this research project, we developed case studies of five DALI-active physics programs from two DALI cohorts. We use a cultural dynamics lens to document facets of the dominant culture around how physics faculty approach and pursue change work. We see evidence of DALI participants’ growing awareness of taken-for-granted assumptions about educational change processes and assessment practices within their departmental cultures and coming to recognize and value alternative ways of collaborating and enacting change in their local contexts. We found that physics faculty typically approach change work in a rushed and way ignoring the use of formal evidence. In particular, we found that any data collection efforts are the primary responsibility of a single person, rarely becoming the focus of joint attention. Whenever data did receive joint attention, it was approached in a cursory way without meaningfully informing collective change efforts. This study lays the foundation to explore critical aspects of the dominant physics culture that may constrain enacting particular forms of programmatic change. In future work, we document the cultural shifts made by these DALI-active departments around change work. Published by the American Physical Society 2024

Review on Competency Assessment Instrumentation in Computer-based Simulation

AbstractComputer-based simulation is utilised across various educational fields, employing diverse technologies to facilitate practical understanding of content and the acquisition of skills that can help close the gap between theory and practice. The possibility of providing scenarios that resemble on-the-job tasks, enables instructors to both train and assess the trainee’s comprehension of the tasks at hand. The practices as well as the technologies for the assessment of simulation-based training vary across disciplines. Our motivation is to address quality procedures from a cross-discipline perspective. There seems to be a lack of scientific investigation that takes one step back from the specific application and investigates how assessment instruments can be developed to fit training outcomes regardless of the professional discipline. This scoping literature review on empirical studies aims to do so by exploring how competency is assessed with computer-based simulation. Objectives to achieve this are: (1) apply established training research theory to structure a decomposition of assessment instruments; to (2) review approaches to assessments factored over this structure; and (3) discuss quality procedures taken in the creation of the reported instruments and then propose an approach to assessment instrumentation that can be applied independent of discipline, with the range of current technology, and for any focal outcome competency. By reviewing a spectrum of fields, we capture reported assessment practices across a range of currently employed technologies. This literature review combines the methods of a scoping review with the qualities of a systematic literature review while keeping to conventional reporting guidelines. This allowed us to provide insight into current approaches and research designs that applied measurements in the range from automated assessment to observer rating of simulation-based training in professional work settings. This study found that all reviewed studies measured skill-based outcomes with some variation and that there is more theoretical and empirical work to be done to close the gap on quality instrumentation and its validity evidence. Our contribution to the field of training research is the operationalized component structure and the synthesised approach to instrumentation that could offer researchers and practitioners guidance and inspiration to develop and conduct quality assessments in competency development.

Caregiver Report of Children's Exposure to Adverse Life Events: Concordance Between Questionnaire and Interview Approaches.

Assessment practices for measuring adverse life events (ALEs) are often characterized by considerable variability, which is associated with inconsistency and reproducibility issues when conducting research on children with ALE exposure. One aspect of assessment variability for caregiver report of children's ALE history that has received minimal attention is assessment format. To address this issue, the current study evaluated concordance between two main ALE assessment formats: interviews and questionnaires. This involved examining overall endorsement of ALEs and concordance among multiple characteristics of ALE exposure, including type, polyvictimization, frequency, severity, and age of onset. Fifty-eight caregivers (Mage = 33.72; 60% Black; 55% below the federal poverty line) of preschool and school-age children were administered an ALE assessment in both a questionnaire and interview format across two sessions. The sum scores and concordance rates between format responses were compared based on ALE type, polyvictimization, frequency, severity, and age of onset of exposure. Results indicated that most total or sum scores were similar between formats, with the exception of ALE severity scores. However, there was most often low-to-moderate concordance across the 50 types of ALEs examined in the current study, suggesting that a different constellation of events comprised each sum or total score. This was also the case across all characteristics of the ALEs and most notably for the severity of ALE. Based on these findings, the format of assessment may be associated with inconsistent reporting of children's ALE exposure across multiple characteristics of ALE. Researchers may need to utilize multiple types of ALE assessments when relying on caregiver report of a child's ALEs.

Navigating the Portfolio Landscape: Examining Lecturers’ and Students’ Perspectives on Portfolio Assessment Practices

This study examined the perceptions of lecturers and students regarding portfolio assessment practices, their overall attitudes towards this assessment method, and the alignment and divergence between their perceptions. Employing a survey research design, the study was conducted at the University of Education, Winneba, in the Central Region of Ghana, involving 52 final-year science education students and five of their lecturers. Students were selected using stratified random sampling, while lecturers were chosen purposefully. Data collection instruments comprised five-point Likert scale questionnaires administered to both groups, ranging from strongly disagree to strongly agree. Descriptive analysis, including mean, frequencies, and percentages, was utilised for data analysis. Results indicated that lecturers generally perceive a clear purpose for portfolio assessment practices (mean score = 4.20) and emphasise integrating them into every educational programme (mean score = 4.40), while students express lower levels of satisfaction with these aspects (mean scores = 2.15, 2.42, respectively). Additionally, lecturers exhibit moderate attitudes towards portfolio assessment (60.0%), while students predominantly demonstrate low attitudes (59.6%). Alignment between lecturers and students is evident in some areas, such as the importance of communicating objectives and providing feedback to students and the importance of this assessment in diagnosing students’ strengths and weaknesses, but discrepancies arise regarding the guidance of students during the practices. The study concluded that understanding and addressing the differences in perceptions and attitudes between lecturers and students is crucial for promoting a shared understanding and acceptance of portfolio assessment practices. In order to close gaps and foster meaningful engagement, it is then recommended that institutions prioritise efforts to improve communication, collaboration, and support for both lecturers and students to enhance the effectiveness of portfolio assessment practices in higher education.

Screening for Cognitive Impairment in Bilinguals: What Is the Influence of the Language of Assessment?

Bilingualism's impact on cognitive assessment remains underexplored. This study analyzes the efficacy of the Mini-Mental State Examination (MMSE) as a screening tool for bilinguals, specifically examining the influence of language choice on balanced and unbalanced Lebanese bilinguals (Arabic-French) and its implications for diagnosing cognitive impairment. Ninety-three bilingual healthy controls (mean age = 67.99 ± 9.3) and 29 Alzheimer's disease patients (mean age = 77.2 ± 5.9), including 26 with mild and 3 with moderate dementia, underwent MMSE assessments in both Arabic and French. The study aimed to assess language impact on cognitive screening outcomes in different bilingual subtypes. Sensitivity in screening for cognitive impairment using the MMSE varied based on language and bilingualism subtype. For unbalanced bilinguals, using the prominent language increased sensitivity. Conversely, in balanced bilinguals, employing the societal majority language enhanced sensitivity. This suggests that the conventional use of the non-prominent language in cognitive screening for foreigners/immigrants may result in a subtle loss of MMSE sensitivity. This study emphasizes the critical role of language choice in cognitive assessment for bilinguals. The MMSE's sensitivity is influenced by language selection, with clinical implications for screening procedures. Recommendations include using the prominent language for cognitive screening in dominant bilinguals and the societal majority language for balanced bilinguals. This nuanced approach aims to improve the accuracy and cultural sensitivity of cognitive screening in bilingual populations, addressing the gap in current assessment practices.

Assessing outdoor and environmental education threshold concepts in Australian universities

AbstractCommunicating tertiary graduate skills and knowledge to employers is a contemporary issue in Australian outdoor education. Threshold concepts have been proposed as a positive way forward to a shared understanding between Higher Education (HE) professionals, students, graduates, employers, and other outdoor education stakeholders. While threshold concepts can offer a curriculum development framework that highlights the graduate capabilities of an HE outdoor educator, they do not specify how these concepts are assessed. In this paper, we explore the assessment of threshold concepts in HE degrees and then examine current assessment practices in HE outdoor education degrees. We highlight selected literature on assessing outdoor education in HE and then explore how other professions assess threshold concepts. Specific professions included have (a) identified threshold concepts and (b) considered the ability to practice upon graduation, as this has the most significant alignment with the professional role of an outdoor educator. We then describe current outdoor education HE assessment practices at selected Australian universities, highlighting the breadth and range of assessment methods incorporated in existing degrees. We conclude with a discussion of the role of authentic assessment and provide five recommendations for how academics might assess the seven HE outdoor education threshold concepts described by Thomas et al. (2019) to support communication of graduate capabilities to employers, students, graduates, and other outdoor education stakeholders.

Questionnaire-Based Assessment of Patients' Knowledge, Attitude, and Practices Regarding Restorative and Endodontic Treatment at a Multi-disciplinary Tertiary Care Hospital of Jharkhand, India.

The majority of Indians living in smaller cities and villages don't know much about oral health and how to address it. Thus, this research seeks to assess the endodontic and restorative treatment knowledge, attitudes, behaviors, and perceptions of patients who visit the Dental Institute at the Rajendra Institute of Medical Sciences in Ranchi. This study was conducted on 771 subjects over 2 months at the outpatient department (OPD) of the dental institute, using a prefabricated questionnaire.The participants were divided into three groups based on age. A modified questionnaire consisting of 20 questions obtained from previous studies was provided to the subjects. The first part of the questionnaire was related to demographic details while the second part comprised questions regarding the knowledge of the participants. The third part emphasized on attitude aspect while the last part comprised practice questions. It was observed that 682 (85%) of the participants had prior information about root canal treatment (RCT) and filling and 555 (72%) thought it to be an alternative to extraction. While 528 (68.5%) participants stated about undergoing RCT, 679 (88%) subjects propagated their recommendation to family and friends. Five hundred thirteen (66%) subjects highlighted anxiety during anesthetic administration. With increasing awareness and information, traditional extraction has given way to the recognition that RCT and filling can salvage a tooth. Patient acceptance of RCT and filling as treatment alternatives may be enhanced by healthcare education and mass activities.

Strategic environmental assessment and SDG integration: enhancing sustainable development in Egypt

AbstractThis research delves into the integration and alignment between strategic environmental assessment (SEA) practices and Egypt's united nations sustainable development goals (SDGs), with a focus on incorporating environmental, social, and economic considerations into policies, plans, and programs. The study assesses Egypt's strategic environmental assessment framework, identifying its strengths, weaknesses, challenges, and gaps in sustainable development. It critically analyzes institutional coordination, stakeholder engagement, monitoring, reporting, and evaluation (MRE) frameworks, and policy coherence. The key findings underscore the commendable emphasis on environmental integrity in SEA practices, while also highlighting significant deficiencies in integrating broader sustainability criteria and aligning with the SDGs. The research concludes with policy implications, practice recommendations, and future research directions that aim to bolster the effectiveness of strategic environmental assessment in contributing to sustainable development in Egypt.

Inter-rater variability and repeatability in the assessment of the Tanner-Whitehouse classification of hand radiographs for the estimation of bone age.

To determine which bones and which grades had the highest inter-rater variability when employing the Tanner-Whitehouse (T-W) method. Twenty-four radiologists were recruited and trained in the T-W classification of skeletal development. The consistency and skill of the radiologists in determining bone development status were assessed using 20 pediatric hand radiographs of children aged 1 to 18years old. Four radiologists had a poor concordance rate and were excluded. The remaining 20 radiologists undertook a repeat reading of the radiographs, and their results were analyzed by comparing them with the mean assessment of two senior experts as the reference standard. Concordance rate, scoring, and Kendall's W were calculated to evaluate accuracy and consistency. Both the radius, ulna, and short finger (RUS) system (Kendall's W = 0.833) and the carpal (C) system (Kendall's W = 0.944) had excellent consistency, with the RUS system outperforming the C system in terms of scores. The repeatability analysis showed that the second rating test, performed after 2months of further bone age assessment (BAA) practice, was more consistent and accurate than the first. The capitate had the lowest average concordance rate and scoring, as well as the lowest overall concordance rate for its D classification. Moreover, the G classifications of the seven carpal bones all had a concordance rate less than 0.6. The bones with lower Kendall's W were likewise those with lower scores and concordance rates. The D grade of the capitate showed the highest variation, and the use of the Tanner-Whitehouse 3rd edition (T-W3) to determine bone age (BA) was frequently inconsistent. A more comprehensive description with a focus on inaccuracy bones or ratings and a modification to the T-W3 approach would significantly advance BAA.

Examining how gamers connect with their avatars to assess their anxiety: A novel artificial intelligence approach

Research has supported that a gamer's attachment to their avatar can offer significant insights about their mental health, including anxiety. To assess this hypothesis, longitudinal data from 565 adult and adolescent participants (Mage = 29.3 years, SD = 10.6) was analyzed at two points, six months apart. Respondents were assessed using the User-Avatar Bond (UAB) scale and the Depression Anxiety Stress Scale (DASS) to measure their connection with their avatar and their risk for anxiety. The records were processed using both untuned and tuned artificial intelligence [AI] classifiers to evaluate present and future anxiety. The findings indicated that AI models are capable of accurately and autonomously discerning cases of anxiety risk based on the gamers' self-reported UAB, age, and duration of gaming, both at present and after six months. Notably, random forest algorithms surpassed other AI models in effectiveness, with avatar compensation emerging as the most significant factor in model training for prospective anxiety. The implications for assessment, prevention, and clinical practice are discussed.

Abstract PO1-22-09: Current margin assessment practice for breast-conserving surgery in China: a single institution audit

Abstract Background The appropriate negative margin width following breast-conserving surgery (BCS) for both ductal carcinoma in situ (DCIS) and invasive carcinoma (IC) has witnessed a shift towards de-escalation in international guidelines. However, there are limited nationwide data regarding margin assessment practice for BCS in China. This study aims to clarify the current real-world status of margin assessment from a single institution audit and secondarily to update the evidence on the association between margin width and local recurrence. Methods Eligible cases were derived from an extensive series of consecutive unselected patients with early invasive breast cancer who were treated with BCS at the Department of Breast Surgery in Shanghai Cancer Center Fudan University (FUSCC) between January 2015 and December 2017. Patient demographic and clinicopathological information as well as follow-up data were extracted from the hospital's electronic medical records. Pathological evaluation of negative margins was defined as no ink on tumor for IC in accordance with the SSO/ASTRO consensus guidelines released in 2014. Where applicable, margins were categorized as tumor on ink (involved), close margins (no tumor on ink but ≤1 mm), clear margins (1-2 mm), wide margins (2-5 mm), and wider margins (&amp;gt;5 mm). The positive margin rate (PMR), reoperation rate, and ipsilateral breast recurrence (IBR) rate were calculated according to different margin widths. Multivariable analyses of factors associated with re-excision were performed using binary logistic regression. Kaplan‒Meier survival curve analysis was performed for local recurrence-free survival (LRFS). Results A total of 2707 patients were enrolled in the current study, with a total PMR of 2.7%. The distribution of margin width revealed that wider margins (&amp;gt;5 mm) were optimized by most surgical oncologists (2092/2707, 77.3%) for BCS in our center. Additionally, the reoperation rates were 1.9% in the whole population, accounting for 48.3%, 7.5%, 4.2%, 0.8%, and 0.4% in each margin group. Specifically, among 247 patients with margins ≤2 mm, 41 (16.6%) received reoperation either by margin re-excision or mastectomy. Multivariable analyses identified that lobular histology, no selective additional resection and in situ pathology of involved/close margins are independent factors of re-excision recommendation. With a median follow-up of 54.3 months, the incidence of IBR was 1.7% in the whole cohort, representing for 5.2%, 4.2%, 2.8%, 1.9%, and 1.3% in each margin group, respectively. Kaplan‒Meier survival curve analysis showed a marginally significant difference in 5-year LRFS between groups with margins &amp;gt;2 mm and margins ≤2 mm (95.9% vs 97.8%, Table 1). Conclusions A wider margin width was preferably adopted in the routine practice of BCS. Our audit was aligned with previous evidence that a minimum clear margin of 2 mm is associated with a lower reoperation rate but favorable local control. Patients with margins no more than 2 mm were more likely to have re-excision in cases of lobular histology, no selective additional resection, and in situ pathology of involved/close margins. Ipsilateral breast recurrence models by margin status Citation Format: Feilin Qu, Cheng-Jia Shen, Wen-Tao Yang, Jun-Jie Li, Guangyu Liu, Zhi-Ming Shao. Current margin assessment practice for breast-conserving surgery in China: a single institution audit [abstract]. In: Proceedings of the 2023 San Antonio Breast Cancer Symposium; 2023 Dec 5-9; San Antonio, TX. Philadelphia (PA): AACR; Cancer Res 2024;84(9 Suppl):Abstract nr PO1-22-09.

Decolonizing English language testing

AbstractTesting practices and the construct of English both serve separately and interactionally to promote activities of modernity and coloniality. Tests categorize and rank learning and knowledge in discrete, static ways. The construct of the English language through standardization and other processes upholds linguistic purism ideologies. Such concerns in both areas lead to the guiding question: What and whose purposes are being served with testing in English? In engaging with this question, the author posits that decolonizing approaches to testing and the construct of English are needed. In this article, she presents assessment practices developed within Indigenous learning contexts that can inform general approaches to assessment and language with implications for English language testing. In doing so, the article offers actions toward imaginative and creative reconfigurations of English testing according to epistemologies of communities that have confronted colonialist activities.

Formative assessment in K-12 English as a foreign language education: A systematic review

The surge of globalisation and the recognition of English as a lingua franca have propelled the worldwide advancement of English as a foreign language (EFL) education. Formative assessment can support the English language teaching and learning in classroom settings. This systematic review critically analyses recent research on formative assessment within K-12 EFL education, underscoring its substantial role in enhancing teaching efficacy and student outcomes. Specifically, it addresses three key aspects: the beliefs, perceptions and literacy of teachers and students regarding formative assessment, the effectiveness of different assessment practices on learners’ performance and the contextual challenges in implementing these strategies. A comprehensive analysis of qualitative and quantitative studies reveals that the attitudes of teachers and students considerably influence the effectiveness of formative assessment. Innovative methods, such as technology-assisted and peer assessments, show promise in enhancing learner outcomes. However, the education system and cultural contexts present persistent challenges in implementing formative assessment in EFL classes. The findings highlight the importance of ensuring professional training for educators and raising student awareness regarding the benefits of formative assessment. This study emphasises the need for aligning adaptable assessment practices with diverse educational environments and calls for a closer integration of theoretical and practical approaches in EFL education. Moreover, this review provides valuable insights into formative assessment strategies in EFL learning, offering guidance for educators, policymakers and stakeholders in language education.