My study explores the characteristics of remote performance feedback that professional examiners working in the Oxford, Cambridge & RSA (OCR) awarding body communicate to each other. Drawing on sociocultural theories, I argue that this interaction possesses learning potential because between-professional communication supports the development of participants’ reasoning through the alignment of culturally appropriate collective thinking. My data consists of 991 feedback messages that were captured during two examination sessions (between May and July 2014, and between May and July 2015). These remote interactions (either email or telephone) involved three senior examiners and 27 examiners. These feedback interactions have an important quality assurance function as they help to ensure that the examiners carry out marking practices to an agreed standard. My research explores two interlinked research questions: ‘What are the characteristics of examiner feedback?’ and ‘What are the characteristics of effective examiner feedback?’ For the first research question I develop a methodology that extends the Sociocultural Discourse Analysis (SCDA) approach developed by Neil Mercer; I call this approach Augmented Sociocultural Discourse Analysis (ASCDA). My methodology allows me to investigate the features of interaction at both a particular and a general level, and clusters my analysis into four specific feedback discourse themes: feedback content, the development of discourse over time, evidence of joint intellectual action within feedback, and the impact of feedback. In order to address the second question I hypothesise that effectiveness relates to how feedback features support or undermine examiners’ common ground building. I synthesise the findings from these analyses to consider the lessons for examiner practice in particular, and for other professional feedback practices more generally. Taken together, these analyses suggest that feedback-giving is an intellectually challenging process. My analyses also suggest that this complexity involves the participants establishing and maintaining an Intermental Development Zone through their feedback communication, and that this entails them manipulating discourse features whilst simultaneously attending to a variety of contextual features of the professional environment.

Dissertation submitted in partial compliance with the requirements for the Masters Degree in Technology: Chiropractic, Durban University of Technology, 2010. / The aim of this study was to determine the inter-examiner reliability of motion palpation to detect joint dysfunction in hindfoot and midfoot joints of asymptomatic feet and feet with chronic ankle instability syndrome. The rationale for this study was that motion palpation is a commonly used assessment tool that is used by the chiropractic profession to detect the need for manipulation of the spine and extremities. Also until the reliability of motion palpation is known, other studies using motion palpation as an assessment tool to detect the need for manipulation in the hindfoot and midfoot are questionable. The study was conducted at Durban University of Technology (DUT). Patients that responded to the adverts were then screened via telephonic interview. The researcher performed a case history, physical examination and a foot and ankle regional examination on each patient. Three masters chiropractic students then independently assessed both the symptomatic and asymptomatic feet of each patient and recorded their results. The data was then statistically analysed using SPSS version 15. It was found that the inter-examiner reliability of motion palpation for detecting restrictions in feet with chronic ankle instability syndrome was fair and for detecting instability, there was moderate reliability. In the asymptomatic group the examiners showed to have poor reliability in detecting restrictions and moderate reliability in detecting instability. Inter-examiner reliability was better in the symptomatic group and in this group examiners had more agreement on detecting instability as opposed to restrictions. This study has showed that inter-examiner reliability ranged from poor to moderate in the symptomatic and asymptomatic group with the reliability ranging from poor to moderate. Therefore, one can conclude that motion palpation can be used as an assessment tool to detect joint dysfunction in hindfoot and midfoot joints. However, further studies are warranted to address other subjective and objective measurements such as tenderness and range of motion together with motion palpation.

Dissertation submitted in partial compliance with the requirements for the Masters Degree in Technology: Chiropractic, Durban University of Technology, 2011. / Background: Myofascial pain is a disorder, characterized by the presence of trigger points (MTrP). It is recognised by unique features which include a tender point in a taut band of muscle, a local twitch response (LTR), a characteristic referred pain pattern, and the reproduction of the patient’s usual pain upon examination. A debate exists as to the precise diagnostic criteria used in identifying trigger points. This has hampered the standardized assessment and treatment of Myofascial Pain Syndrome and has led to contradictory findings being reported by various authors due to the lack of a reliable diagnostic tool. Objectives: The first objective was to determine the inter-examiner reliability of palpation of MTrPs in the trapezius and gluteus medius muscles. The second objective was to determine whether training and standardization in palpation techniques would improve inter-examiner reliability of palpation of MTrPs. Methods: This study was designed as a quantitative pre and post intervention interexaminer reliability study. Three examiners (one qualified Chiropractor, one senior chiropractic intern from the CDC and the researcher) were used to examine sixty patients (thirty symptomatic and thirty asymptomatic) for MTrPs. This study was conducted in two phases. During the myofascial examination of patients examiners were required to determine whether a MTrP was present or absent, differentiate whether the MTrP was active or latent and determine the presence or absence of the five characteristics of MTrP (tender point in a taut band of muscle, a local twitch response (LTR), a pain characteristic referred pain pattern, the reproduction of the patient’s usual pain and a jump sign) however, in phase one the researchers were blinded to the characteristics being investigated. Subsequent to phase one, examiners had to attend two, one hour discussion sessions to reduce individual variation in the application of palpation techniques. Results: Inter-examiner reliability was assessed using Fleiss Kappa statistic, percentage agreement and confidence intervals. The results show that three examiners are able to attain acceptable agreement in the palpation of MTrPs, since the features (described above) were shown to improve considerably in phase two after the training session in which standardization of techniques was emphasized. Conclusion: This study provides preliminary evidence that MTrP palpation is reliable and therefore, useful diagnostic tool in the identification of MTrPs and the diagnosis of Myofascial Pain Syndrome.

In the midst of Frances revolution, and the shockwaves it sent all over Europe and further, another revolutionary change took place. It was the threat of literature. This paper studies certain political actor’s solutions to the challenges that faced but also shaped politics and the technologies themselves, such as reading, in England during the 1790’s. For many the spreading of literature was an end in itself. It held the enlightenment promise of a world runned by reason. But it was also a means. The intellectuals typically associated with the revolution in France, and the welcoming of it in England, – say Voltaire and Thomas Paine – were all well versed in the workings of literature. Pitted against the revolutionaries we usually find political actors such as Edmund Burke. This paper argues for more nuanced and historical understanding of the conflict, one that doesn’t give literature any inherent properties, as an a priori radical tool. We need to understand these technologies as something that there could be a different kind of solution to than repression, that Burke and his fellow hostiles to the revolution rather shaped these technologies in a mould that would fit their political cast. In this way there was, besides the ideological disputes, a struggle for the nature of literature. This took shape through a renewed interest in educating the people in institutions such as Sunday schools, and by press efforts like the magazine Anti-Jacobin; or, the weekly examiner, which form the basis of the study. This paper argues that they changed the rules of literature. Therefore it is not the immediate introduction of a technology or media that necessarily is revolutionary – not Gutenberg, nor Arpanet – but when it is spread to the people and when certain protocols for the media is shaped, that is, when they are assigned a function. This paper is a study of the shaping of literatures protocols and with that the anti-Jacobins themselves.

Background: The Swedish driving licence test is a criterion-referenced test resulting in a pass or fail. It currently consists of two parts - a theory test with 65 multiple-choice items and a practical driving test where at least 25 minutes are spent driving in traffic. It is a high-stakes test in the sense that the results are used to determine whether the test-taker should be allowed to drive a car without supervision. As the only other requirements for obtaining a licence is a few hours of hazard education (and a short introduction if you intend to drive with a lay instructor) it is important that the test result, in terms of pass or fail, is reliable and valid. If this is not the case it could have detrimental effects on traffic safety. Examining all relevant aspects is beyond the scope of this licentiate thesis so I have focused on reliability. Methods Reliability for both the theoretical and practical test results was examined. As these are very different types of tests the types of reliability examined also differed. In order to examine inter-rater reliability of the driving test 83 examiners were accompanied by one of five selected supervising examiners for a day of tests. All in all 535 tests were conducted with two examiners assessing the same performance. At the end of the day the examiners compared notes and tried to determine the reason for any inconsistencies. Both examiners and students also filled in questionnaires with questions about background and preparation. As for studying decision consistency and decision accuracy of the theory test, three test versions (a total of around 12,000 tests) were examined with the help of methods devised by Subkoviak (Subkoviak, 1976, 1988) and Hanson & Brennan (Brennan, 2004; Hanson & Brennan, 1990). Results The results from two research studies concerning reliability were presented. Study I focused on inter-rater reliability in the driving test and in 93 per cent of cases the examiners made the same assessment. For the tests where their opinions differed there was no correlation to any of the background variables or other variables examined except for three, which had logical explanations and did not constitute a problem. Although there were cases where the differences were due to different stances on matters of interpretation the most common suggested cause was the placement in the car (back seat vs. front seat). Although the supervising examiners gave both praise and criticism as to how the test was carried out the study does not answer the question whether the tests were equal in terms of composition and difficulty. In Study II the focus was on decision consistency and decision accuracy in the theory test. Three versions of the theory tests were examined and, on the whole, found to be fairly similar in terms of item difficulty and score distribution, but the mean was so close to the cut-score (i.e. the score required to pass) that the pass rate differed somewhat between versions. Agreement coefficients were around .80 for all test versions (between .79 and .82 depending on method). Classification accuracy indicated an .87 probability of a correct classification. Conclusion It is important to examine the reliability and validity of the driving licence test since a misclassification can have serious consequences in terms of traffic safety. In the studies included here the rate of agreement between examiners is deemed as satisfactory. It would be preferable if the classification consistency and classification accuracy, as estimated by the methods used, were higher for the theory test, given its importance. While reliability in terms of agreement between raters/examiners or consistency and accuracy of classification are routinely examined in other contexts, such as large-scale educational testing, this is not often done for the driving licence tests. At the same time, the methods used here can be transferred to contexts where such properties are generally not examined. Collecting information about test-takers and examiners, like in Study I, can provide evidence concerning possible bias. Examining to what extent decisions are consistent is one important aspect of collecting evidence that shows that test results can be used to draw conclusions about driver competence. Still, regardless of outcome, validation is a process that never ends. There is always reason to examine various aspects and make further improvements. There are also many other relevant aspects to examine. A prerequisite for the validity of the score interpretation of a criterion-referenced test like this one is that the cut-score is appropriate and the content relevant. This should therefore be the subject of further research as the validation process continues.

Syfte: Då tidigare forskning funnit motstridiga resultat gällande orsaken till val av hållbarhetsgranskare var syftet med denna studie att undersöka om företags seriösa intention med hållbarhetsarbetet påverkade valet mellan revisor eller konsult. Metod: Studien har utgått från den positivistiska forskningsfilosofin och har en hypotetisk-deduktiv ansats. Vidare har studien en kvantitativ forskningsstrategi och sekundärdata har inhämtats från databasen Thomson Reuters Eikon. Undersökningen har utförts i form av en tvärsnittsstudie, där insamlad datahar analyserats med hjälp av IBM SPSS. Urvalet är ett sannolikhetsurval som består av 433 företag med relevant inrapporterad information från Europa och USA. Dessa har först analyserats i en univariat analys, följt av korrelationsanalys och slutligen logistisk regression. Resultatenredovisas med hjälp av tabeller och figurer. Resultat & slutsats: Studien har visat att det finns signifikanta samband mellan två av sex valda CSR-dimensioner och valet av hållbarhetsgranskare. Det finns ett samband mellan ökande poäng av företagens kommunikation av CSR, CSR-strategy och sannolikheten för att en konsult anlitats. Det finns också ett samband mellan ökande poäng i CSR-dimensionen Human Rights och sannolikheten att en revisor anlitas. Förslag till fortsatt forskning: En begränsning i denna studie är att hänsyn inte tagits till om företag använt sig av en konsult vid hållbarhetsarbetet och senare en revisor vid bestyrkandet. Beaktande av en sådan kombination kan ge en bättre kunskap om hur företag väljer hållbarhetsgranskare, särskilt om intentionen med CSR-aktiviteter spelar någon roll för det valet. Det vore också önskvärt att undersöka vilkaföretag som själva upplever att de har en seriös intention med hållbarhetsarbetet och hur detta påverkar valet av hållbarhetsgranskare. Uppsatsens bidrag: Studien bidrar med ytterligare kunskap till CSR-litteraturen genom att istället för att undersöka allmänna faktorer som exempelvis bolagsstorlek, belåningsgrad och likviditet i relation till valet av hållbarhetsgranskare, undersöka företags intention med CSR-arbetet i relation till valet av hållbarhetsgranskare. Teoretiskt utvidgar detta diskussionen om vad som kan påverka företags val av granskare, och praktiskt belyser studien skillnaden mellan att anlita en konsult och en revisor för hållbarhetsgranskning / Aim: Since previous research found conflicting results regarding the reason for choosing sustainability auditors, the purpose of this study was to investigate whether the company's serious intent with sustainability work affected the choice between auditor or consultant. Method: The study is based on the positivist research philosophy and has a hypothetical deduction. Furthermore, the study has obtained a quantitative research strategy and secondary data from the Thomson Reuters Eikon database. The survey has been conducted in a cross-sectional study, where collected data has been analyzed using IBM SPSS.The selection is a probability selection consisting of 433 companies with relevant reported information from Europe and the United States. These were first analyzed in a univariate analysis, followed by correlation analysis and finally logistic regression. The results are reported using tables and figures. Result & Conclusions: The study has shown that there are significant relationships between two of six selected CSR dimensions and the choice of sustainability examiners. There is a correlation between increasing points of corporate communication of CSR, CSR strategy and the likelihood of a consultant being engaged. There is also a connection between increasing points in the Human Rights CSR dimension and the likelihood of an accountant being hired. Suggestions for future research: A limitation in this study is that account has not been taken of whether companies have used a consultant for sustainability work and later an auditor in the field of certification. Considering such a combination can provide a better understanding of how companies choose sustainability auditors, especially if the intention of CSR activities is relevant to that choice. It would also be desirable to investigate which companies themselves find that they have a serious intentionof sustainability work and how this affects the choice of sustainability auditors. Contribution of the thesis: The study contributes with additional knowledge to the CSR literature by investigating the company's intentions with CSR work in relation to the choice of sustainability auditors instead of investigating general factors such as company size, loan ratio and liquidity in relation to the choice of sustainability auditors. Theoretically, this discussion expands on what can affect the company's choiceof reviewers, and the study clearly illustrates the difference between employing a consultant and an auditor for sustainability review

Bakgrund Som statsanställda ska lärare vid Sveriges statliga universitet och högskolor lojalt följa de regler som gäller för verksamheten. Mer kunskap behövs dock kring de faktorer som predicerar högskolelärares förhållningssätt till och arbete i enlighet med det regelverk som gäller i kontakten med studenterna och vid bedömning av studentprestationer. Metod En webbenkätundersökning (n = 3625 svar) genomfördes med syfte att genom bivariat korrelation och multipel regressionsanalys predicera svenska universitets- och högskolelärares (1) rapporterade a-steg från det nationella regelverket i förvaltningslagen och högskoleförordningen respektive (2) intention att följa regelverket. Följande prediktorer ingick i analysen: Upplevda konsekvenser för (3) läraren själv respektive (4) andra om regelverket inte följdes; (5) kollegornas regelefterlevnad; (6) upplevd förmåga och möjlighet att följa regelverket; (7) upplevelse att regelverket är betungande, onödigt och ineffektivt (överbyråkratisering); utbildning i (8) juridik respektive (9) statsvetenskap; (10) organisatorisk rättvisa; (11) studenternas bemötande av läraren; (12) negativ attityd till studenternas rättigheter och ställning. Därutöver ingick de demografiska variablerna (13) kön, (14) ålder och (15) anställningstid. Resultat De erhållna multipla regressionsmodellerna förklarade 25 % av variansen i intention att följa regelverket (ej signifikant bidrag från prediktorerna 8 och 11) respektive 11 % av variansen i avsteg från regelverket (endast signifikant bidrag från prediktorerna 2, 3, 5, 6, 8, 11 och 14). Intention att följa regelverket förklarade ensamt 5 % av variansen i avsteg från regelverket. Slutsats Intention att följa regelverket och avsteg från regelverket kan i viss utsträckning förklaras av studiens prediktorer. Stor andel varians förblir dock oförklarad och effektstorlekarna var genomgående små. Mer preciserade beteenden förmodas ge högre förklaringsvärde i fortsatta studier. / Background According to the Swedish Instrument of Government (regeringsformen), “public power is exercised under the law” (chap. 1, art. 1, sec. 3). This states that, being public servants, teachers at Sweden’s public-sector universities and university colleges must loyally abide by the rules that are applicable to their sector. Despite the higher education sector being the largest public service sector in Sweden (with 76 000 employees and 350 000 students), and a very great deal of discretion is given to the teachers – when giving grades, for instance, as the student is not allowed to appeal against the grading decision to a higher institution – there is an apparent lack of research dealing with university teachers’ relation to the regulations. The aim of this study is to investigate variables that predict university teachers’ intention to comply with the regulations and act in accordance with the national rules that apply in the meeting with students and when assessing student performances. Method A web survey (n = 3625 received responses; response rate: 14.8 %; 1822 females, 1775 males, 28 other; age M = 51.1 years, SD = 9.3 years) was conducted in April of 2020 with the aim of predicting Swedish university and university-college teachers’ (1) self-reported breach of national regulations found in the Swedish Administrative Procedure Act (förvaltningslag) and Higher Education Ordinance (högskoleförordning) and their (2) intention to comply with the regulations. The following predictors were included in the analysis: Perceived consequences for (3) the teacher and for (4) others (i.e. students, the higher education institution itself and society) if regulations were not followed; (5) the extent of rule abidance among the teacher’s colleagues (descriptive norms); (6) perceived ability and possibility to abide by the rules (behavioral control); (7) perception of the rules being burdensome, unnecessary and ineffective (level of red tape); education in (8) law or (9) political science (“1” coded as having an education in the field); (10) organizational justice; (11) how the students treat the teacher (interpersonal justice); (12) negative attitude towards the students’ rights and position.In addition, the demographic variables (13) gender (“1” coded as female), (14) age and (15) years of employment were included as control variables. Results Breach of national regulations The ten most common rule-breaking behaviors performed by the teachers included Assessing a student without being able to distinguish the student’s performance from that of other students, for instance in group exams (39.3 %) Using derogative expressions (e.g. made fun of, using foul language) about a student internally in the organization towards a colleague (30.0 %) Refraining from responding to a student’s questions, e.g. in an e-mail or in a conversation (17.8 %) Taking other factors into consideration than the student’s expressed knowledge when deciding to pass a student. For instance, considering lack of time and resources; the student’s need for student financial aid to make a living, which depends on the student’s completed courses; your department’s need of state funding based on the student’s completed education (12.0 %) Giving different supplementary assignments based on the reason for the student’s missing attendance (11.4 %) Giving a single student the possibility for a retake, without offering the same opportunity to the other students in the course being in a similar situation (10.4 %) Refraining from notifying the vice-chancellor of there being grounds for suspecting that a student has attempted to deceive during an examination (9.6 %) Using a different examination format from the one/those stipulated in the course syllabus (9.2 %) In the document containing the grading decision, refraining from stating the names of all teachers that have helped with the assessment of a test (8.9 %; 10.4 % of the examiners) With the purpose of easing your workload, informing a student that a supplementary assignment will be more laborious than the ordinary assignment (7.0 %) Predicting intention to comply with the regulations All variables had a significant bivariate correlation with intention to comply with the regulations, having directions of the relationships that were in accordance with those hypothesized. However, some relations changed when combining all variables using a linear multiple regression. The linear multiple regression model explained 25 % of the variance in intention to comply with the regulations. The following predictors had a significant negative association with intention: (3) Consequences for the teacher if regulations were not followed (β = −0.05) (4) Consequences for others if regulations were not followed (β = −0.23) (7) Red tape (β = −0.08) (9) Education in political science (β = −0.03) – contrary to what was expected (12) Negative attitude towards the students’ rights and position (β = −0.04) (14) Age (β = −0.04) (15) Time of employment (β = −0.04) The following predictors had a significant positive association with intention: (5) The extent of rule abidance among colleagues (β = 0.08) (6) Perceived ability and possibility to abide by the rules (β = 0.15) (10) Organizational justice (β = 0.04) (13) Gender (β = 0.14) Contrary to expectation, these predictors did not have any significant contribution: (8) Education in law (11) How the students treat the teacher Predicting breach of regulations All variables, except (9) education in political science, had a significant bivariate correlation with breach of regulations, having directions that were expected from the hypotheses. However, many variables were found to have a non-significant contribution when combining all variables using a linear multiple regression. Intention to comply with regulations, by itself using bivariate correlation, explained 5 % of the variance in breach of regulations (r = −0.23). The linear multiple regression model explained 11 % of the variance in breach of regulations. The following predictors had a significant positive association with breach of regulations: (3) Consequences for the teacher if regulations were not followed (β = 0.06) (8) Education in law (β = 0.04) – contrary to what was expected The following predictors had a significant negative association with intention: (2) Intention to comply with the regulations (β = −0.15) (5) The extent of rule abidance among colleagues (β = −0.05) (6) Perceived ability and possibility to abide by the rules (β = −0.10) (11) How the students treat the teacher (β = −0.11) (14) Age (β = −0.08) Contrary to what was expected, these predictors did not have any significant contribution: (4) Consequences for others if regulations were not followed (7) Red tape (9) Education in political science (10) Organizational justice (12) Negative attitude towards the students’ rights and position (13) Gender (15) Time of employment Limitations The following limitations should be considered and accounted for in future research: Due to assumed response bias and socially desirable responding, the reported level of intention to comply with the regulations is probably inflated while the reported number of rules broken is probably deflated. Differing specificity levels of the behaviors have been studied, resulting in a difference in compatibility. Variables 2–7 included more general questions about the regulations, while actual breach of regulations (variable 1) have included more specific rule-breaking behaviors. Some rule-breaking behaviors included in this survey fall within a gray area. Some respondents, for instance, report it being difficult to determine when criticism towards a student could be perceived as offensive. Thus, there is room for improvement regarding the wording of the items in the developed instrument. What constitutes a violation of the rules is ultimately decided by a legal institution (e.g. a court of law). The assumptions for the linear multiple regressions were not met in terms of homoscedasticity and normality of the residuals due to extreme skewness of the data. This affects the reliability of the multiple-regression models. The internal consistency of the measure of negative attitude towards students’ rights and position was low (Cronbach’s α = −0.60) and the items should be improved to increase the reliability. Conclusion The intention to comply with the regulations and the breaches of the regulations can to some extent be explained by the predictors included in this study. However, a large portion of the variance remains unaccounted for and the general effect sizes were small. More specific behaviors are assumed to contribute to better reliability in future studies.

National studies suggest that eighty percent of existing code professionals are expected to retire within the next fifteen years. As part of this research, it was determined that approximately half of all licensed building inspectors in the State of Utah will reach retirement age within the next ten years. As building inspectors make up a large part of the Code Professional Industry this demographic was selected as the focus of this research. The purpose of this research project was to assess the urgent need for new entrants into the Code Professional Industry in Utah. As part of this research, trends within the local industry over a 20 year period were evaluated. A statewide survey of over 300 licensed building inspectors was conducted to investigate the demographics of the industry, and gain first-hand insight from individual code professionals. This research was successful in quantifying the size of the Code Professional Industry in Utah, and numbering the populations of certified professionals in each individual code discipline. In addition, projected losses were established within each code discipline, discovering many disciplines in which over 50% of current professionals would be lost within a ten year period. In addition projections were made contrasting the number of code professionals leaving the industry versus the small anticipated number of individuals entering the industry. This research conclusively predicts a steady and dramatic decline in the number of licensed code professionals, unless the industry actively works toward addressing the issue. The group of aging code professionals possess a level of knowledge and experience not easily replaced. This study was based on an extensive statewide survey of licensed building inspectors in Utah, and collected opinions, concerns and insights directly from the Code Professional Industry. The findings of this study provide a unique look at this specialized industry within a single state. The lessons learned likely apply to populations of code professionals in other locations. This study concluded that a combination of phased retirement, modified work duties and mentoring programs would be of great benefit to the Code Professional Industry, by allowing the transfer of knowledge between the outgoing generation and the future generation of code professionals.

Introdução: Feedback é uma ferramenta de ensino poderosa. Para otimizar o feedback em avaliações tipo OSCE (Objective Structured Clinical Examination), uma modificação no papel do avaliador, apelidada de \"avaliador sombra\", foi testada. Os \"avaliadores sombras\" acompanham os estudantes por todas as estações realizando todas as avaliações. Ao término da atividade, realizam feedback do desempenho clínico aos estudantes. Objetivos: Descrever e discutir a experiência na aplicação deste modelo OSCE modificado, avaliar as opiniões dos alunos em relação a este novo método, e apresentar um estudo onde foram realizadas comparações entre o \"avaliador sombra\" e o formato original do examinador OSCE, nomeado de \"avaliador fixo\", com o objetivo de responder se este novo formato de avaliação apresenta vieses em relação ao formato original. Metodologia: Em 2011 foram realizados experimentos com as modificações no papel do avaliador para definir o formato final do \"avaliador sombra\". No período compreendido de fevereiro de 2012 a maio de 2014 foi realizado um protocolo de pesquisa com 415 estudantes do 6º ano de medicina. Destes, 316 estudantes foram randomizados para serem avaliados por avaliadores \"sombras\" e \"fixos\". Para analisar as comparações entre os avaliadores \"sombras\" e \"fixos\", foram utilizados o coeficiente de correlação de Pearson com regressão linear, teste t de Student e gráficos de Bland-Altman. Para aprofundar estas análises, os itens dos checklists foram classificados por domínios para realização de comparações mais específicas. Considerando que esta foi a primeira vez em que esta nova estratégia de avaliador (\"sombra\") foi aplicada, foram realizados questionários de opinião aos 415 estudantes que participaram do OSCE com o \"avaliador sombra\". Resultados: Foram encontradas altas e significativas correlações entre as notas globais por estação dadas aos estudantes pelos avaliadores \"sombras\" e \"fixos\",r = 0,87 (0,85 - 0,89; p < 0,05). Nas análises por domínios (afetivo, psicomotor e cognitivo), os resultados demonstraram maiores correlações entre as notas no domínio cognitivo e menores no afetivo. Não houve diferenças significativas comparando as médias das notas dadas pelos examinadores em relação às notas globais e nos domínios psicomotor e cognitivo. Análises de Teste t e de Bland-Altman demonstraram que as notas dadas aos estudantes no domínio afetivo foram maiores pelos \"avaliadores sombras\", mas a magnitude desta diferença foi muito pequena. De acordo com os questionários aplicados aos 415 estudantes, o feedback realizado pelos \"avaliadores sombras\" contribui para o aprimoramento de habilidades. Mais do que 90% dos estudantes concordaram que o feedback realizado pelo \"avaliador sombra\" é mais efetivo do que outras estratégias de feedback realizadas em outras aplicações de OSCE durante o curso de graduação de medicina até aquele momento. Conclusão: As modificações no papel do avaliador, \"avaliador sombra\", não levaram a vieses significativos nas notas dos estudantes quando comparado ao modelo de avaliador original do OSCE. Esta nova estratégia pode fornecer importantes melhorias na avaliação formativa de competências clínicas / Background: Feedback is a powerful learning tool. To improve the opportunity for feedback provided during an Objective Structured Clinical Examination (OSCE), a modification of the examiner\'s role nicknamed the \"shadow examiner\" was tested. In this new strategy, examiners follow the students across all OSCE stations, and may provide important insights for formative assessments of clinical performance Objective: Describe and discuss the experience in applying this modified OSCE, evaluate students\' opinions regarding this new method, and present an experience to analyze comparisons between the \"shadow examiner\" and original examiner OSCE format, nicknamed \"fixed examiner\". The objective of this study was to answer if this new assessment format presents biases in relation to the original format. Methods: In 2011, some experiments were carried out with modifications in the examiner\'s role to define the format of \"shadow examiner\". From February 2012 to May 2014, the research protocol was performed with 415 6th year medical students. Of these, 316 were randomly assigned to assessments made up of \"shadow\" and \"fixed\" examiners. Pearson correlation coefficients with linear regression, Student\'s t-test analysis, Bland-Altman plots were the statistical methods used to compare the assessment modes. To strengthen the analysis, checklist items were classified by domains in order to make specific comparisons. Considering that this was the first application of this new examiner (\"shadow\") strategy was applied, were conducted opinion surveys of the 415 students who participated in the OSCE with the \"shadow examiner\". Results: High correlations for global scores between \"shadow\" and \"fixed\" examiners were observed, r = 0,87 (0,85 - 0,89; p < 0,05). Analysing specific domains (affective, psychomotor and cognitive), the results demonstrated higher correlations for cognitive scores and lower correlations for affective scores. No statistically significant differences between mean examiners\' global scores, psychomotor and cognitive domains were found. T-test and Bland-Altman reviews showed that affective scores from \"shadow examiners\" were significantly higher than those from \"fixed examiners\", but the magnitude of this difference was small. According to the questionnaires applied to the 415 students, feedback from \"shadow examiners\" contributes to skills training, and more than 90% of these students agree that feedback from \"shadow examiners\" is more effective than other feedback formats achieved in other OSCE applications during the medical graduation course up to that time. Conclusion: The modifications in the role of examiner, \"shadow examiner\", did not lead to any important bias in the students\' scores comparing with the original examiner strategy of OSCE. This new strategy may provide important insights for formative assessments of clinical performance

Convergence of technology has made access to the Internet faster, easier and cheaper. Criminals, including paedophiles, child abusers and pornography traders make use of this technology to commit criminal offences. Computer Forensic Examiners (CFEs) are members of the Cyber Crime Unit, a professional, specialised unit of the South African Police Service (SAPS) who are responsible for computer forensic examination including the investigation of child pornographic images. The aim of the study was to seek understanding on what psychological effects the CFEs experienced when working with the images and was conducted from within the social constructionism and the narrative frameworks. The images had a severe impact on the CFEs as was clearly uncovered in the stories of six CFEs who participated in this study. The participants' stories were recorded and transcribed after which the application of thematic content analysis found that the participants all suffered similar negative effects. These findings were integrated with the findings of a focus group as well as with the findings of a similar study that was conducted during the same time by the Crimes against Children Research Center at the University of New Hampshire and resulted in identifying symptoms of trauma and stress experienced by the CFEs. Based on these results recommendations regarding the support for the CFEs were made. / Psychology / M.A. (Psychology)