School leaders struggle in their efforts to implement standards-based grading reforms in large part because they fail to address the inconsistency in grading practices among individual teachers. This ...article describes three crucial steps necessary to gain greater consistency in teachers’ grading practices: (1) Reaching consensus on a purpose statement for grading; (2) using grading scales with four to seven categories of student performance; and (3) reporting multiple grades to describe academic achievement and non-academic aspects of students’ performance separately. These steps provide the necessary foundation for successful implementation of standards-based and competency-based grading reforms.
The "assessment for learning" movement in education has increased attention to self-grading and peer-grading practices in primary and secondary schools. This research synthesis examined several ...questions pertaining to the use of self-grading and peer-grading in conjunction with criterion-referenced testing in 3rd- through 12th-grade-level classrooms. We investigated (a) the effects of students' participation in grading on subsequent test performance, (b) the difference between grades when assigned by students or teachers, and (c) the correlation between grades assigned by students and teachers. Students who engaged in self-grading performed better (g = .34) on subsequent tests than did students who did not. Moderator analyses suggested that the benefits of self-grading were estimated to be greater when the study controlled for group differences through random assignment. Students who engaged in peer-grading performed better on subsequent tests than did students who did not (g = .29). On average, students did not grade themselves or peers significantly differently than teachers (self-grades, g = .04; peer-grades, g = .04) and showed moderate correlation (self-grading, r = .67; peer-grading, r = .68) with teacher grades. Further, other moderator analyses and examination of studies suggested that self- and peer-grading practices can be implemented to positive effect in primary and secondary schools with the use of rubrics and training for students in a formative assessment environment. However, because of a limited number of studies, these mediating variables need more research to allow more conclusive findings.
Objective
To investigate the impact of grading in urothelial bladder cancer (UBC) stages Ta and T1, comparing the World Health Organization (WHO) grading classifications of 1973 (WHO73) and 2004 ...(WHO04) and a combination of these (WHO73/04).
Patients and Methods
All patients with primary Ta and T1 UBC in the Östergötland region, Sweden, between 1992 and 2007 were included. From 1992, we introduced a new programme for management and follow‐up of UBC, including prospectively performed registration of all patients, a systematic description of the location and size of all tumours, primary resection and intravesical treatment in the case of recurrence. All tumour specimens were retrospectively reviewed in 2008 and graded according to the WHO73 and WHO04. A combination of WHO73/04, Grade 1 (G1), Grade 2 low grade (G2LG), Grade 2 high grade (G2HG) and Grade 3 (G3) was analysed in relation to clinical variables and outcomes.
Results
There were 769 patients with a median age of 72 years and a median follow‐up duration of 74 months. Recurrence was noted in 484 patients (63%) and progression in 80 patients (10%). Recurrence was more common in multiple tumours, larger tumours and in tumours of higher grade (G2LG, G2HG and G3). Progression was more common in tumours classified as larger, T1 and G2HG and G3. Notably, in tumours classified as G2HG, recurrence and progression were more common than in the G2LG group. Harrell's concordance index for the WHO73/04 was higher for recurrence and progression than in the WHO73 or WHO04.
Conclusion
In the four‐tier combined WHO73/04 for urothelial cancer, we observed two G2 sub‐groups, G2HG and G2LG. There was a better outcome in the latter group, and the importance of G1 and G3 tumours could be fully evaluated. The WHO73/04 had greater accuracy for recurrence and progression than either the WHO73 or WHO04.
Recent developments in imaging technologies now allow the documentation, qualitative and quantitative evaluation of peripheral retinal lesions. As wide field retinal imaging, capturing both the ...central and peripheral retina up to 200° eccentricity, is becoming readily available the question is: what is it that we gain by imaging the periphery? Based on accumulating evidence it is clear that findings in the periphery do not always associate to those observed in the posterior pole. However, the newly acquired information may provide useful clues to previously unrecognised disease features and may facilitate more accurate disease prognostication. In this review, we explore the anatomy and physiology of the peripheral retina, focusing on how it differs from the posterior pole, recount the history of peripheral retinal imaging, describe various peripheral retinal lesions and evaluate the overall relevance of peripheral retinal findings to different diseases.
•Ultra-widefield imaging is becoming commonplace in clinical practice.•Examining the peripheral retina provides new insights into diseases.•Peripheral retina differs from macula; macula can be subdivided into fovea and perifovea.•Diagnostic instruments and metrics should build on knowledge of human retinal neurobiology.
Optical techniques, including computer vision, spectral imaging, near-infrared technology and other emerging imaging and spectroscopy techniques, have been rapidly developing and widely applied in ...fruit and vegetable grading systems for nondestructive quality inspecting and grading over the past decades. However, automatic detection of quality and grading is still difficult due to some still existing challenges, which are the key of blocking their commercialization in robotic fruit and vegetable grading systems. The challenges include the following aspects: the influence of physical and biological variability, whole surface detection, discrimination between defects and stems/calyxes, unobvious defect detection, robustness of the features and algorithms, as well as rapid optical detection system development. These challenges can reduce the fruit or vegetable quality inspection accuracy, thus greatly reducing automatic level of the quality inspecting and grading machines.
As agricultural engineers with about eight years of technical experience in fruit grading systems, we believe the ultimate goal of each scientific research should seek its task in serving the engineering. So, we have made many attempts to solve the challenges and increase the automation of the grading machines.
The review gives a detailed summary about the challenges and solutions of optical-based nondestructive quality inspection for fruit or vegetable grading systems from the perspective of engineering. Particular attention has been paid to the techniques that can improve the automation degree of the grading robot in this review. The advantages and disadvantages of the solutions are compared and discussed. Additionally, the remaining engineering challenges and future trends are also discussed.
•A technical review from the perspective of engineer are presented.•The challenges that influence automatic sorting are described.•The available solutions are summarized in detail.•The potential future trends are also reported.
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