Behaviourism (Prezi)

Behaviourism on Prezi

Bibliography

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Comment on "APA Style: Internationalised Institutional Knowledge"

The original version of Flint, Clegg, and Macdonald (2006) cites MacFarlane as being published in 2004 versus 2003.  As no document is listed with the same author, title, and publication details in the stated year, I have used the corrected year of 2003.  This does not equate with APA Style, but arguably supports academic integrity.

The ideas of "transfer" and "recipient" populations suggest a homogeneity, which is problematic.  Although the source group, the American Psychological Association, may be constructed homogenously at the meso-level, the construction of the transfer and recipient populations as homogenous is illogical.  Amongst the transfer groups, for instance, will be members of the American Psychological Association and recipient states, as well as a multitude of identities, fractured or otherwise.  Perhaps a better method would be to identify a self-named group within the academic community to which the knowledge flow is directed.

APA Style as Internationalised Institutional Knowledge

I consider APA Style to be an example of internationalised institutional knowledge.  APA Style is a common citation style recommendation made by journals, including those in the education arena (Fairbairn et al., 2009).  Additionally, it is one method of defining what counts (and does not count) as possessing academic integrity.  Drawing on MacFarlane (2003) and Larkham and Manns (2002), Flint, Clegg, and Macdonald (2006, p. 153) describe "the notion of intellectual integrity and originality... [as] paramount to academic achievement" and "inherent" in higher education.  Further, this notion is "perpetuated by external processes such as the Research Assessment Exercise (RAE), which rates single authorship journal articles as the highest form of academic output" (ibid.).  Despite its role in supporting the "importance of originality" as an objective, culturally-neutral ideal (ibid.), APA Style continues relatively unchallenged.

I am considering:

(1)     Whether internationalised institutional knowledge is experienced differently by domestic source, transfer, and recipient populations;

(2)     That the American Psychological Association, as the APA Style's source population, have a defined position on originality;

(3)     Whether 'transfer' is the correct term for populations which receive and transfer knowledge to another population;

(4)     Whether institutions as 'transfer' agents act consciously in promoting APA Style;

(5)     If recipient populations are offered opportunities to critique the importance of originality as a core academic construct.

These ideas are forming into the basis for quite a good doctoral dissertation!

REFERENCES (in APA Style, of course)

Fairbairn, H., Holbrook, A., Bourke, S., Preston, G., Cantwell, R., & Scevak, J. (2009). A profile of educational journals. Retrieved from http://www.aare.edu.au/08pap/fai08605.pdf

Flint, A., Clegg, S., & Macdonald, R. (2006). Exploring staff perceptions of student plagiarism. Journal of Further and Higher Education, 30(2), 145-146. Retrieved from http://www.leedsmet.ac.uk/carnegie/files/CJFH_30_02_03.pdf

Larkham, P. J., & Manns, S. (2002) Plagiarism and its treatment in higher education. Journal of Further & Higher Education, 26(4), 339-349. Retrieved from http://www.tandf.co.uk/journals/titles/0309877X.asp

Macfarlane, B. (2003). Teaching with integrity: The ethics of higher education practice. London, UK: Routledge Falmer.

Criterion-referenced versus Norm-referenced

Criterion-referenced’ and ‘norm-referenced’ were terms originally coined by American educational psychologist Robert Glaser in 1963.  Over time, the terms have developed into value-filled concepts within the discipline of education.  Criterion-referenced assessment is judgement based on preset criteria (Biggs & Tang, 2007, p. 177).  Norm-referenced assessment is "using the achievement of a group of students to set the standards for specific grades” (Nightingale et al., 1996, p. 9).  The validity of differentation between the two forms in practice is debated (Bloxham, Boyd, & Orr, 2011).  However, the outcomes of both assessment forms provide the basis for learning through performance feedback.

In a study of the effects of performance feedback on cognition and affect, Kim, Lee, Chung, and Bong (2010) investigated the moderating effects of "perceived competency and performance-approach goals" (p. 142).  The researchers used functional magnetic resonance imaging (fMRI) to record the responses of 22 participants.  They found that participants with high self-perceptions of competency produced brain activation associated with negative affect in response to criterion-referenced feedback.  Comparatively, participants with low-competence produced negative affect in response to norm-referenced feedback.  Performance-approach goals, or “the desire to validate one’s competence by demonstrating relative superiority” (Kim et al., 2010, p. 143), moderated feedback effects independently of perceived competence.  No matter the level of perceived competence, high scores for performance-approach goals correlated to negative affect in response to norm-referenced feedback.

Although the limitations of the methodology are recognised, the research of Kim et al. (2010) does introduce the possibility of distinguishing performance feedback by perceived competency and performance-approach.  Measures of competency and performance-approach goals in diagnostic assessment are suggested.  Generated data from the assessment could provide a means for tailoring performance feedback to enhance effectiveness.  For example, students with high perceptions of competency and low to moderate performance-approach goal scores could be provided with norm-referenced feedback.  Similarly, students with low-competence and high performance-approach could be provided with criterion-referenced feedback.

REFERENCES

Biggs, J. B., & Tang, C. (2007). Teaching for quality learning at University (3^rd ed.). Maidenhead, England: McGraw-Hill.

Bloxham, S., Boyd, P., & Orr, S. (2011). Mark my words: The role of assessment criteria in UK higher education grading practices. Studies in Higher Education, 36(1), 1-16.

Glaser, R. (1963). Instructional design and the measurement of learning outcomes: Some questions. American Psychologist, 18(8), 519-521.

Kim, S.-i., Lee, M.-J., Chung, Y., & Bong, M. (2010). Comparison of brain activity during norm-referenced versus criterion-referenced feedback: The role of perceived competence and performance-approach goals. Contemporary Educational Psychology, 35(2), 141-152.

Nightingale, P., Te Wiata, I., Toohey, S., Ryan, G., Hughes, C., & Magin, D. (1996). Assessing learing in universities. Sydney, Australia: UNSW Press.