Denna studie fokuserar bedömningssamtal i ämnet modersmål, i två olika modersmålsenheter. Dessa bedömningssamtal genomfördes med behöriga och obehöriga lärare inför betygssättning för att stödja de icke-behöriga lärarna och öka deras bedömningskompetens, vilket förväntas leda till ökad samstämmighet i tolkningen av elevernas prestationer. Det övergripande syftet i uppsatsen är att utforska lärarnas syn på samtalen och hur sambedömning sker. Studien bygger på kvantitativa och kvalitativa data från samtal, intervjuer och enkät. Med utgångspunkt i Wengers Social Theory ofLearning samt i Sadlers teori om olika typer av kriterier i bedömningspraktiker undersöks studiens frågeställningar: (1) vilka för- och nackdelar finner behöriga och icke-behöriga modersmålslärare avseende bedömningssamtalen: (2) hur deltar behöriga och obehöriga lärare i samtalen; (3) vilka språkfärdigheter ges större vikt vid bedömning. Utifrån Ivaničs (2004) sex diskurser om skrivpedagogiska synsätt undersöks också vilka skriftliga språkfärdigheter som ges större vikt vid bedömning av elevers prestationer. Resultaten visar att sambedömningssamtalen upplevdes positivt och de flesta lärarna som tyckte att samtalen var ett lämpligt tillfälle att stödja en likvärdig bedömning och betygsättning. Majoriteten hänvisade till Skolverkets kunskapskrav vid betygssättning. I grupperna som utgick från skriftligaelevarbeten gavs skriftlig förmåga störst utrymme för bedömning. Andra grupper lade vikt vid såvälskriv-, samtals- som läsförmågor. Resultaten visar vidare att lärare betonar olika skriftliga språkfärdigheter när de bedömer. En del lärare lade större vikt vid den grammatiska aspekten, medanandra istället fokuserade den kommunikativa aspekten, samt textens koherens och genre-egenskaper. Därutöver visade resultaten att olika språk kan vara orsak till olika undervisningsnivåer, beroende på elevers möjligheter att använda språken, vilket kan påverka bedömningens likvärdighet. Kunskapskraven i läroplanen ansågs även för abstrakta, vilket också bedömdes påverka likvärdigheten i bedömningen. Dessa resultat belyser således både styrkor och brister med sambedömning, vilket kan vara en utgångspunkt i förbättringsarbete inom ämnet modersmål. Resultaten bidrar också med ny kunskap om sambedömning av betydelse för andra skolämnen. / Co-assessment sessions are supposed to create the conditions for unqualified teachers to be supported in assessment and grading, and to improve their assessment skills. Specifically, co-assessment is expected to lead to greater coherence in the interpretation of pupils' performance. This essay reports and discusses the results of a quantitative and qualitative study of co-assessment by qualified and unqualified mother-tongue teachers who rate students' performance during co-assessment sessions.The overall aim of this study is to explore teachers' approaches to co-assessment and the practices with which co-assessment is carried out. Based on Wenger's Social Theory of Learning and on Sadler's theory of different types of criteria in assessment practices, the study’s research questions aim to investigate (1) the advantages and disadvantages of qualified and unqualified mother-tongue teachers with regards to the co-assessment sessions; (2) the participation of qualified and unqualified teachersduring co-assessment sessions; (3) how they interpret the grading criteria by the National Agency for Education. Furthermore, Ivanič's (2004) six discourses on pedagogical approaches to writing are used to analyse which aspects of written production are given greater importance when assessing pupils' performance. In order to answer the research questions, a quantitative and qualitative analysis has been conducted on the data collected for the study: video-recorded co-assessment sessions, interviews with the participating teachers, and teacher responses to a questionnaire. The analysis has shown that co-assessment sessions are seen as an appropriate way to support reliability in assessment and grading. It has also been found that the majority of the teachers in the study referred to the knowledge requirements specified by the Swedish National Agency for Education in the curriculum for mother tongue instruction. Furthermore, some groups of teachers focused on writing, speaking, and reading abilities, while other groups focused mostly on writing skills and grounded their co-assessment observations on concrete examples of student work. More specifically, this study shows that different teachers focused on a range of different aspects of the pupils’ texts while assessing their written production. That is, some teachers paid more attention to grammatical features, with morphological and syntactic errors leading to negative assessments of the students’ performance. Other teachers focused instead on textual coherence and on the students’ ability to communicate in writing and to follow specific genre conventions. Moreover, the analysis has shown that various factors may negatively affect the reliability of assessment, as different languages may be taught at different proficiency levels, due to the pupils’ possibilities to use the language. The knowledge requirements specified in the curriculum were also considered too abstract by the teachers and therefore subject to different interpretations when used to assess students’ actual performance. Overall, this study contributes to research on co-assessment by highlighting both strengths and shortcomings of such practice. At the same time, this kind of work provides practical implications that may lead to the improvement of co-assessment practices in mother tongue instruction. Furthermore, the results contribute new knowledge on co-assessment practices of value also for other school subjects.KeywordsCo-assessement, mother tongue, social moderation, assessment practices, The Queensland syste

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MOBA (multiplayer online battle arena) game is a game genre where players play as two teams, competing against each other team on a battlefield. Toxic behaviors, such as cheating and communication abuse, have been a prevalent phenomenon in MOBA games, and game companies often adopt moderation systems to deal with the toxicity. However, previous studies suggested that players may have different interpretation and player use of the moderation systems, compared to the official explanations of the systems given by the game companies, and players in different MOBA games have different attitudes towards the same moderation system. But, to date, no study has compared the moderation systems in different games or investigate how players interpret the differences between the moderation systems. Therefore, in this thesis, the researcher investigates the similarities and differences between the moderation systems in two popular MOBA games, DOTA2 and League of Legends, and further explores the player perception of these moderation systems. The methods used in this thesis are conceptual modeling and semi-structured interview. The findings show that the two games have similar frameworks of their moderation systems, but the design philosophies behind the moderation systems are different. Players in the two games both report toxic behaviors included in the official taxonomy, but besides this similarity, the two groups of players interpret and use moderation systems in different ways, aligned with the design philosophies behind the moderation systems in their own games. The results also imply possible relationships between the different moderation system design and the difference between player interpretation and player use. Based on the findings, this thesis also gives three suggestions for future moderation system design.

[pt] A popularização da Internet no final da década de 1990 inaugurou uma nova dinâmica de comunicação e de consumo de informações. Indivíduos que antes consumiam notícias editoradas de forma passiva tornaram-se também produtores de informações, que, por sua vez, passaram a ser disponibilizadas de forma instantânea e abundante. Propõe-se observar a dinâmica regulatória da liberdade de expressão e acesso à informação nesses novos espaços, inicialmente privados, mas que assumem características de arena pública, de interlocução e deliberação pautado em um modelo não Estatal. O objeto principal dessa análise é o chamado fenômeno da desinformação que, apesar de não se iniciar com e por causa da Internet, encontra nela o ambiente propício para sua rápida disseminação e com potencial de viralização. Por meio de estudo da legislação pertinente e com uso de metodologia qualitativa, procedeu-se à análise de doutrina interdisciplinar sobre o tema. O estudo agrupou as legislações e projetos de lei brasileiros que incidem na regulamentação do tema. Constatou a carência de recursos legais para regular o problema. Observou possibilidades de interlocução entre esferas legislativas, sociais, tecnológicas e mercadológicas. Concluiu que parcerias reguladas se efetivam no cotidiano e que para tal, é necessário também, postura participativa e envolvimento de diferentes atores sociais. / [en] The popularization of the Internet in late 1990s started a new dynamic of communication and information access. Individuals who used to consume edited news in a passive manner also became information producers, turning information available instantly and abundantly. The present work proposes to observe the regulatory dynamics of freedom of expression and information access in these new spaces, which are initially private, but assume characteristics of a public arena, of dialogue and deliberation based on a non-State model. The main object of this analysis is the so-called phenomenon of disinformation which, despite not starting with and because of the Internet, finds in it the favorable environment for its rapid dissemination and the potential to become viral. Through a study of the relevant legislation and using a qualitative methodology, the interdisciplinary doctrine on the subject was analyzed. The study grouped Brazilian legislation and bills that affect the regulation of the subject, found the lack of legal resources to regulate the problem, noted possibilities for dialogue between legislative, social, technological and market spheres. It concluded that regulated partnerships are effective in everyday life and, for this, it is also necessary to have a participative posture and the involvement of different social actors.

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Background: The transition into emerging adulthood is a major developmental period in one’s life in which rapid declines in physical activity (PA) are documented. While many emerging adults possess intentions to engage in regular PA, evidence suggests acting on these intentions represents a significant challenge. Obtaining a deeper understanding of the factors associated with the process of translating emerging adult’s PA intentions into action may be integral in building a healthier adult population. The purpose of the study was to investigate the effects of two potential moderators of the PA intention-behaviour relationship: goal conflict and trait self-control, in a sample of emerging adults. Methods: The study sample was comprised of 132 participants (Mage = 17.80 ± 0.46; 64% female) drawn from a larger prospective cohort study (ADAPT Study). All participants completed two online questionnaires, approximately four weeks apart. Measures of PA intention strength, goal conflict and trait self-control were assessed at time 1. At time 2, participants completed a measure of self-reported moderate-to-vigorous physical activity (MVPA) engagement. Four moderation analyses were performed to assess the independent and combined effects of goal conflict and trait self-control on the PA intention-behaviour relationship. Results: Across all moderation analyses, the main effect of intention strength was significant (p < 0.001), providing support for the necessary role it plays in PA behaviour. However, the main effects of goal-conflict and trait self-control were not found to be significant, along with all interaction effects tested. Correlational analyses revealed intention strength (r = 0.346, p < .001) and goal-conflict (r = -0.236, p < 0.05) were significantly correlated with MVPA, however trait self-control (r = 0.048) was not. Conclusion: Although results showed a modest intention-PA relationship, the hypothesized moderating effects of goal conflict and self-control were not supported. While the subjective perception of one’s self-control ability did not moderate the intention-behaviour relationship, future research should explore the interaction between goal conflict and self-control further using more objective measures, or in combination with self-regulation strategies such as action and coping planning. Additionally, goal prioritization may be an important factor to consider when investigating the effect of goal conflict on PA and the intention-PA relationship. / Thesis / Master of Science (MSc)

This dissertation, Making Sense of Digital Content Moderation from the Margins, examines how content creators who are marginalized by race, sexuality, gender, ethnicity, and disability understand their experiences of content moderation on the social media platform TikTok. Using critical interface and narrative-based inquiry methods with six marginalized content creators on TikTok, I argue that marginalized creators navigate the opaque content moderation infrastructure of TikTok by drawing on their embodied experiences. The key research questions ask how these content creators interpret TikTok's platform policies and processes through their interactions on the app and how these interpretations influence content creation on TikTok and how creators feel about moderation in the absence of platform transparency about how content is moderated. To answer these questions, I conducted narrative-driven interviews with six TikTok creators and analyzed these stories alongside online testimonials in eight Change.org petitions. My analysis revealed that lack of transparency around TikTok's algorithmic curation and moderation contributes to content creators feeling alienated, exploited, frustrated, and unwelcome on the platform and influences content creators to adapt their content to avoid moderation, oftentimes by self-censoring themselves and aspects of their marginalized identities. Over time, the accumulation of content moderation micro-interactions diminishes the ability of marginalized content creators to trust content moderation processes. My analysis also shows how TikTok's user experience design and opaque content moderation practices contribute to an affective platform environment in which creators are compelled to speak out and across creator networks about such gaps in experience and platform policy. I conclude with a discussion of how my findings about content moderation and transparency contribute to conversations in writing-related scholarship, especially as it pertains to writing assessment, technical communication, and algorithmic research methodologies. / Doctor of Philosophy / In recent years, marginalized content creators on TikTok have sounded the alarm about the way that the platform's content moderation and algorithmic recommendation disadvantages marginalized creators. This dissertation, Making Sense of Digital Content Moderation from the Margins, examines how content creators who are marginalized by race, sexuality, gender, ethnicity, and disability understand their experiences of content moderation on the social media platform TikTok. The key research questions ask how these content creators interpret TikTok's platform policies and processes through their interactions on the app and how these interpretations influence content creation on TikTok and how creators feel about moderation in the absence of platform transparency about how content is moderated. To answer these questions, I conducted narrative-driven interviews with six TikTok creators and analyzed these stories alongside online testimonials. My analysis revealed that lack of transparency around TikTok's algorithmic curation and moderation contributes to content creators feeling alienated, exploited, and unwelcome on the platform and influences content creators to adapt their content to avoid moderation, oftentimes by self-censoring themselves and aspects of their marginalized identities. Moreover, I found that TikTok isolates user experiences of biased content moderation which compels creators to speak out and across creator networks about discriminatory experiences of platform policy.

The purpose of the following study was to investigate the role of interpersonal congruence between leaders' and followers' implicit theories of leadership (ILTs) and followership (IFTs) in both partners' perspectives of the leader-follower relationship. While most literature focuses on assessments of the leader-member exchange (LMX) relationship, this study examined perceived support, identification with one's partner, and contribution to the relationship, in addition to LMX. Congruence between self-views and interpersonal congruence on implicit theories was examined as moderators of these relationships, such that the strength of these relationships was predicted to increase as self-views aligned more highly with implicit theories. Data from 103 independent pairs of full-time working adults (across an organizational sample as well as varied workforce snowball sample) were analyzed using eight manifest path models. Leader ILT -- follower ILT congruence significantly and positive predicted leader-rated LMX and perceived support, but not identification and contribution. Leader IFT -- follower IFT congruence significantly and positive predicted follower-rated LMX and perceived support, but not identification and contribution. The results of this study suggest expectations are meaningful predictors of both partner's assessments of multiple relationship-oriented outcome variables, but only with regard to perceptions of outcomes from the perspective of one's dyadic partner. / Ph. D.