W. Rod Cullen

The implications of grassland and heathland management for the conservation of spider communities: a review

Both intensity and type of habitat management in grasslands and heathlands affect spider communities. With high intensity management, spider communities often lack diversity and are dominated by a few r -selected species affiliated with bare ground. Low intensity management produces more complex communities introducing more niches for aerial web spinners and climbing spiders. The preferred management will be site-dependent and may not be appropriate for all spiders in all situations, particularly for some rare or threatened species. Providing natural cover is recommended when using extreme forms of management or intensive grazing (particularly by sheep). In extreme cases, or where trampling is heavy, the litter layer should be conserved. We advocate research and survey before and after major management implementation. Habitat management for spiders should not be considered alone, but integrated into a holistic plan. Management for spiders may conflict with rare plant conservation and small reserves should examine the viability of providing two contrasting regimes.

Peer assessment of oral presentations: effects of student gender, university affiliation and participation in the development of assessment criteria

Peer assessment provides a useful mechanism to develop many positive qualities in students studying in higher education (HE). Potential influences on peer‐awarded marks include student qualities such as gender, HE background (e.g. university affiliation) and participation in the development of the assessment criteria. Many studies that have investigated peer assessment have placed great emphasis on marks from a single tutor, or very few tutors, from a single university. This study examined grades awarded by 11 tutors (affiliated with four universities) to oral presentations delivered on a residential field course by second‐year undergraduate students from two universities studying environmental or biological disciplines. Student assessors awarded marks of fairly high precision (correlating strongly with tutor grades) but averaged 5% higher than their tutors (i.e. of only moderate accuracy). Marginally higher marks (circa 1.6%) were awarded by student assessors to speakers studying at the same university. Gender influences were detected as males tended to grade other male speakers very slightly more highly than female speakers. Marks from females were unaffected by speaker gender. Students who participated in the development of the assessment criteria did not achieve higher grades for their presentations. However, when these ‘participants’ were assessing, they awarded lower marks than their peers (i.e. closer to, but not as low as, those awarded by tutors). Lower marks were also awarded during the middle of sessions, possibly resulting from factors associated with motivation and attention of speakers and markers. Overall, the potential biases in marking by naive assessors examined in this study may influence the validity of marks generated by peer assessment schemes, but the experience of this type of assessment had positive effects on those involved.

Relationships between student characteristics and self‐, peer and tutor evaluations of oral presentations

There are many influences on how assessors grade themselves and others. Oral presentations are useful for exploring such factors in peer, self‐ and tutor marked assessments, being rapidly completed and assessed, commonly used in HE and very difficult to anonymize. This opportunistic study examined the effects of gender and level of attainment on the triangulation of marks awarded to student presenters. Grades generated by peer assessment were associated more strongly with tutor‐awarded marks than those from self‐assessment. For self‐assessment there was a strong effect of gender (female students undervalued their performance compared with tutor grades). Peer assessment produced higher marks than from tutors, perhaps because of the close‐knit community developed during residential courses. For tutor marks, the greatest variability was at the lower end of the scale, whereas peer assessors were most variable when marking students who self‐evaluated or peer assessed highly. Students awarded a narrower range of marks to peers compared with tutors, but when self‐assessing used a larger range. Presentations by students who admitted to little sleep the night before received lower grades from both peers and tutors, but this was not reflected by self‐assessments, suggesting they were unaware of their poorer performances. Sessions with fewer talks (four rather than seven) reduced the ‘dip’ in marks previously observed in the middle of sessions. Findings are discussed in the context of bias in this mode of assessment.

Establishment of species-rich vegetation on reclaimed limestone quarry faces in Derbyshire, UK

Abstract Landform replication attempts to create species-rich calcareous grassland ecosystems on disused limestone quarry faces. This is important because: (i) similar semi-natural communities are often at risk from agriculture and other development; and (ii) although there are many abandoned quarries of nature conservation importance, modern extraction processes increase the time required for natural colonisation. Quarry faces were blasted selectively to produce several landforms, including scree slopes which were hydroseeded with an appropriate seed mix based on local daleside communities. The vegetation communities established after 2 years on three such areas are compared with those of a natural daleside and seven disused quarries (40–85 years since abandonment). It is encouraging for the restoration programme that the vegetation communities on the landform replications are more closely allied to the natural dalesides than to the disused quarries. However, rabbit grazing appears to influence the species composition of the landform replications and the development of cover. The implications for the management of these sites are discussed.

Spider communities as tools in monitoring reclaimed limestone quarry landforms

Spider communities are sensitive to a wide range of environmental factors and are potential ecological indicators which may be effective in the assessment and monitoring of restored ecosystems. One restoration technique of disused limestone quarry faces, landform replication, attempts to create landforms and ecosystems similar to those found on natural dalesides. Vegetation surveys indicate that communities developing on landform replications are more closely allied to natural dalesides than are those of naturally recolonised disused quarries. Assessment of the spider communities of three landform replication sites, a natural limestone daleside and seven naturally recolonised disused limestone quarries, using DECORANA and TWINSPAN, produced differing patterns of sites than those observed through the assessment of the vegetation communities. DECORANA assessment based on vascular plant species composition highlights the similarities between daleside and reclaimed site communities. The sensitivity of spider communities to vegetation structure and extent of bare ground highlights differences between sites and provides evidence of important differences in vegetation community development particularly in relation to cover and structure. Implications for the assessment of reclamation and restoration techniques are discussed.

Providing Students with Formative Audio Feedback

Abstract The provision of timely and constructive feedback is increasingly challenging for busy academics. Ensuring effective student engagement with feedback is equally difficult. Increasingly, studies have explored provision of audio recorded feedback to enhance effectiveness and engagement with feedback. Few, if any, of these focus on purely formative audio feedback on draft submissions of written assignments. This study encouraged a cohort of 40 students to submit drafts of written assignments, two weeks before formal submission, in order to receive audio recorded feedback. Nearly half the cohort either did not submit drafts or submitted only brief outlines. The level of draft completeness impacted on the characteristics of the lecturer’s feedback. While students receiving audio feedback gained significantly higher marks for finished work, this cannot be directly attributed to receipt/use of feedback as analysis suggests generally more able students are more likely to submit more complete drafts, which leads us to ask the question, are we simply helping better students to perform even better? Audio feedback was reported as clear, engaging and helpful; however, timing of feedback (before formal submission) may be of greater importance in terms of impact on attainment than the audio format. We suggest a model that focuses efforts on formative feedback (in advance of formal submission) and selective provision of summative feedback (targeted feed forward).

Student Learning Networks on Residential Field Courses: Does Size Matter?.

Abstract This article describes learner and tutor reports of a learning network that formed during the completion of investigative projects on a residential field course. Staff and students recorded project-related interactions, who they were with and how long they lasted over four phases during the field course. An enquiry based learning format challenged individuals to complete investigative bioscience projects utilising peers (n = 20) and tutors (n = 14) as resources. The residential nature of the course ensured full participation of tutors and learners at all stages of the study. Overall, students interacted for ‘academic purposes’ with about 40% of their peers and over 50% of the tutors in their potential network, although there were some differences between students and tutors in their perceptions of the interactions. In addition, patterns of networking activity differed between project stages. Tutors and learners were most interactive at the start of the course, although the data collection/analysis stages were also busy in terms of tutor support. Learners reported that they valued their interactions, but larger networks did not lead to higher marks as high attainment students were found to have worked in smaller networks. The findings provide insights into how individuals are used as resources in learning networks and the dynamics of learning networks during a residential case study.