1、 A Validity Argument Approach to Evaluating Teacher Value-Added Scores
Author: Hill, H. C.; Kapitula, L.; Umland, K.
Source: American Educational Research Journal, 2011, 48(3): 794-831
Abstract: Value-added models have become popular in research and pay-for-performance plans. While scholars have focused attention on some aspects of their validity (e.g., scoring procedures), others have received less scrutiny. This article focuses on the extent to which value-added scores correspond to other indicators of teacher and teaching quality. The authors compared 24 middle school mathematics teachers’ value-added scores, derived from a large (N = 222) district data set, to survey- and observation-based indicators of teacher quality, instruction, and student characteristics. This analysis found teachers’ value-added scores correlated not only with their mathematical knowledge and quality of instruction but also with the population of students they teach. Case studies illustrate problems that might arise in using value-added scores in pay-for-performance plans.
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2. How Well Aligned Are State Assessments of Student Achievement With State Content Standards?
Author: Polikoff, M. S.; Porter, A. C.; Smithson, J.
Source: American Educational Research Journal, 2011, 48(4): 965-995
Abstract: Coherence is the core principle underlying standards-based educational reforms. Assessments aligned with content standards are designed to guide instruction and raise achievement. The authors investigate the coherence of standards-based reform’s key instruments using the Surveys of Enacted Curriculum. Analyzing 138 standards-assessment pairs spread across grades and the three No Child Left Behind tested subjects, the authors find that roughly half of standards content is tested on the corresponding test and roughly half of test content corresponds to the standards. A moderate proportion of test content is at the wrong level of cognitive demand as compared to the corresponding standards, and vice versa. Between 17% and 27% of content on a typical test covers topics not mentioned in the corresponding standards. Policy and research implications are discussed.
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3. Designing a formative e-assessment: Latent class analysis of early reading skills
Author: Sainsbury, M.; Benton, T.
Source: British Journal of Educational Technology, 2011, 42(3): 500-514
Abstract: Computer-based testing, or e-assessment, has the potential to deliver immediate results for the benefit of schools. This paper describes a project that aimed to exploit this potential by designing e-assessments where the results were intended for use by teachers in planning the next steps in teaching and learning: low-stakes, formative assessment. A pair of tests assessing early reading was developed, with the test items based on a range of distinct skills, including phonological segmentation, rhyming and word recognition. The tests were administered on a screen with the questions presented aurally and visually. In trials, a total of 1345 test results were obtained from pupils aged 5-7 years from 26 schools. Latent class analysis was used to identify patterns of performance within the data. Four latent classes were distinguished, each characterised by a pattern of responses related to the different test items. The strengths and weaknesses in early reading skills implied by each of these latent classes were described in terms of formative 'profiles' provided for teachers in an online reporting package together with indicators for the next steps in teaching. The research resulted in an automated marking and analysis system that can be genuinely formative.
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4. How can we enhance enjoyment of secondary school? The student view
Author: Gorard, S.; See, B. H.
Source: British Educational Research Journal, 2010, 37(4): 671-690
Abstract: This paper considers enjoyment of formal education for young people aged 14 to 16, largely from their own perspective, based on the view of around 3000 students in England. The data include documentary analysis, official statistics, interviews and surveys with staff and students. Enjoyment of school tends to be promoted by factors such as successful social relationships, small classes, variation in learning and students having some control of their learning. Enjoyment tends to be inhibited by perceived lack of respect or concern by teaching staff and passive pedagogy. For some disengaged students, a work or college environment with more adult relationships appears to restore enjoyment and enthusiasm. Enjoyment, unlike attainment, for example, is not particularly stratified by the standard student background variables. Nor is there evidence of a clear school effect. This means that enjoyment should be easy to enhance more widely, positively affecting the learner identities of all young people, including the more reluctant learners.
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5. Inside The Primary Classroom: Examples of Dissatisfaction Behind A Veil of Compliance
Author: Fisher, H.
Source: British Journal of Educational Studies, 2011, 59(2): 121-141
Abstract: This study explored over 100 Year 6 children's feelings towards, and behaviour within, literacy lessons across an academic year. This study revealed that the majority of dissatisfied children concealed their feelings from their teacher, defined within this article as 'dissatisfaction behind a veil of compliance'. Through progressive sampling, where children were observed in a range of subjects, the effort placed in this concealment is explored, together with the role of the teacher and external forces in potentially encouraging it. The article concludes by discussing the possibility of applying the implications of the findings to practice, especially in terms of providing a more open environment, where teachers and pupils can express their views, openly and constructively.
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6. Life in the Pressure Cooker - School League Tables and English and Mathematics Teachers' Responses to Accountability in a Results-Driven Era
Author: Perryman, J.; Ball, S.; Maguire, M. (...)
Source: British Journal of Educational Studies, 2011, 59(2): 179-195
Abstract: This paper is based on case-study research in four English secondary schools. It explores the pressure placed on English and mathematics departments because of their results being reported in annual performance tables. It examines how English and maths departments enact policies of achievement, the additional power and extra resources the pressure to achieve brings and the possibility of resistance.
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7. 'Development as an Aim of Education': A Reconsideration of Dewey's Vision
Author: SCHECTER, B.
Source: Curriculum Inquiry, 2011, 41(2): 250-266
Abstract: Recently, the view that a concept of development should serve as a guiding principle for education has been seriously challenged by developmental psychologists as well as educators. Dewey's vision of development and progressive education is at the heart of these controversies. This article discusses the place of Dewey's thinking on these subjects, by first looking back at the changing ways his ideas have been incorporated into educational theory and discourse over the past 80 years. Then, selections from Dewey's own writing are presented to investigate how his ideas have been misunderstood and misrepresented. A reconsideration of Dewey's work helps to clarify why it is important for educators to be engaged with a concept of development.
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8. A model for incorporating lesson study into the student teaching placement: what worked and what did not?
Author: Gurl, T.
Source: Educational Studies, 2011, 37(5): 523-528
Abstract: This article describes a model for incorporating lesson study into the student teaching placement and reports on the success of the implementation of such a model with student teachers and their cooperating teachers (CTs). Student teachers had the opportunity to discuss many important ideas with each other and their CTs, including ‘big ideas’ of mathematics, and the anticipation of student questions and possible responses. Student teachers also had a built-in opportunity for peer observation on a regular basis and the opportunity to collaborate with their peers. Certain important aspects of lesson study were not present in this implementation: the teachers involved did not discuss the gaps in their own knowledge with the goal of improving their own mathematical understanding, they did not refer outside sources for ideas for the lessons, and they did not have an overarching affective goal for students. Suggestions are made for teacher preparation in light of these findings.
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9. Homework involvement and functions: perceptions of Hong Kong Chinese primary school students and parents
Author: Tam, V. C. W.; Chan, R. M. C.
Source: Educational Studies, 2011, 37(5): 569-580
Abstract: This study examines the perceptions of Chinese students and parents in Hong Kong on homework involvement, assignment type and homework functions. The relationships of homework perceptions to student and parent attributes are also assessed. The sample includes 1393 pairs of students and their parents from 36 primary schools in Hong Kong. Findings of this study show similarities in preference for assignment type across students and parents. Between-group discrepancies are observed in preference for homework involvement and endorsement of homework functions. Moreover, homework perceptions are found to relate to students’ and parents’ efficacy attributes and involvement behaviour. Findings of this study are discussed in light of the Chinese sociocultural context in Hong Kong. Suggestions are made on the design and use of homework in primary schools by incorporating the views of different stakeholders.
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10. Electronic assessment in higher education
Author: Brink, R.; Lautenbach, G.
Source: Educational Studies, 2011, 37(5): 503-512
Abstract: Assessment is an important cornerstone of education. A world trend in staying abreast of the latest developments in the field of information and communication technology (ICT) has led to an increased demand for electronic assessment in education circles. The critical need and responsibility for higher education to stay on par with the latest techniques regarding assessment subsequently led the University of Johannesburg (UJ) to implement electronic assessment in some departments in 2004. Several challenges led to this exploration into the use of one e-assessment tool within the University. Assessment is an important cornerstone of education. A world trend in staying abreast of the latest developments in the field of information and communication technology (ICT) has led to an increased demand for electronic assessment in education circles. The critical need and responsibility for higher education to stay on par with the latest techniques regarding assessment subsequently led the University of Johannesburg (UJ) to implement electronic assessment in some departments in 2004. Several challenges led to this exploration into the use of one e-assessment tool within the University.
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