A collaborative peer, self and tutor assessment scheme in which the students themselves defined the marking schedule for a scientific report of a laboratory experiment within the biological sciences, is evaluted in terms of correlations between sets of marks. The issues addressed in this report include: (t) the reliability of student-derived marks, with particular emphasis on perceived tendencies of high achieving students to underestimate their performance and low achieving students to overestimate their performance; (2) the use of student-derived marks in formal grading procedures; and (3) the learning benefits which accrue for students participating in peer and self-assessment procedures. The results of this study undertaken within the context of a clearly defined, carefully monitored assignment indicate that students have a realistic perception of their own abilities and can make rational judgements on the achievements of their peers. The positive implications of introducing peer and self-assessment schemes into undergraduate courses are discussed.

Two low molecular weight (LMW) apoproteins were isolated from human pulmonary surfactant. SDS polyacrylamide gel analysis showed one protein (SP 18) to have an apparent molecular weight of 18,000 when unreduced and 9,000 D after reduction. The second protein (SP 9) migrated at -9,000 D in the presence or absence of reducing agents. Both proteins contain a high number of hydrophobic amino acids. The NH2-terminal sequence of SP 18 was determined to be: NH2-phe-proile-pro-leu-pro-tyr-. A cDNA clone isolated from a human adult lung cDNA library contained a long open reading frame encoding at an internal position the human SP 18 amino-terminal sequence.Mixtures of phospholipids (PL) and SP 9 and SP 18 were assessed for their capacity to reduce surface tensions on a pulsating bubble surfactometer. The addition of 1% apoprotein resulted in a reduction of surface tension after 15 s from 42.9 dyn/cm for PL alone to 16.7 and 6.3 dyn/cm for preparations containing SP 9 and SP 18, respectively. In vivo assessment of reconstituted surfactant activity was performed in fetal rabbits. Reconstituted surfactant consisting of PL + 0.5% SP 18 instilled intratracheally at delivery resulted in a marked increase in lung compliance, while the incorporation of 0.5% SP 9 yielded a moderate increase. These data show the ability to produce biologically active surfactant by the addition of isolated LMW apoproteins to defined PL.

Assessment procedures have a profound impact on the attitudes students take towards their work, their learning strategies and their commitment to learning. Most assessment of student learning is, however, undertaken with little or no consultation with students. Given the importance to students of developing the capacity for self-assessment and evaluation, the unilateral control of assessment assumed by many academic staff can only be viewed as pedagogically unsound. It is important that students develop a clear understanding of tutor expectations regarding any learning task and this requires engagement in dialogue in the classroom setting. To become effective, independent, autonomous learners, students must be enabled to understand assessment criteria and expected levels of attainment. They should be empowered through meaningful feedback on their learning which relates to assessment criteria and which is given from a perspective of improvement on current attainment. This paper presents the case for academics to work in partnership with students, particularly in the context of assessment, for the purpose of enhancing learning and developing autonomous, independent and reflective learners.

During the academic year 1992-93, Level 1 students in the biosciences were required to carry out group projects over a two-week period. A class of 120 students, divided into groups of four, was given one of three projects, the assessment of which contributed to their final end-of-semester marks. Students' views of the projects were assessed using a comprehensive questionnaire. The issues addressed include (1) student perceptions of project work; (2) student perceptions of working as part of a small team/group; (3) student perceptions of skills attained during the course of the group project work. The results of this study indicate positive outcomes from such practical work.

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