Validity and participation: implications for school comparison of Australia’s National Assessment Program     

Greg Thompson  Lenore Adie  Val Klenowski 《教育政策杂志》2018,33(6):759-777

The National Assessment Program – Literacy and Numeracy (NAPLAN) in Australia is a series of literacy and numeracy tests that are used for purposes of school comparison. This paper argues that a key question for this use lies in whether or not this is a reasonable, or valid, use of the test data. Using Kane’s argumentative approach to validity, this paper argues that the comparisons of the quality of student achievement made available on the My School Website have low validity due to the lack of regard to rates of participation in schools. In bringing together the literature that addresses the ‘new governance’ of education through testing and an approach to validity that addresses the technical aspects of test score interpretation, with the ethics of how test scores are used and applied, this study identifies validity as an important consideration in comparative analyses of student achievement data. The identification of the need to consider participation in such comparisons through the application of the argumentative approach to validity highlights the contribution of this article not only to the testing field but also to critical policy literature.  相似文献   

Learning English from signed English: an impossible task?     

Power D  Hyde M  Leigh G 《American annals of the deaf》2008,153(1):37-47

A sample of elementary school- and high school-age deaf students in special education programs in the Australian state of Queensland using Australasian Signed English (ASE) took the Test of Syntactic Abilities (Quigley, Steinkamp, Power, & Jones, 1978) and wrote a story in response to a wordless picture sequence. Several analyses of the students' test scores and of the written language of their stories were undertaken. It was found that classroom use of ASE was of benefit to these students in developing English and telling a story in writing, but that there were complex aspects of syntax that required special teaching. The implications for the use of Signed English systems and the teaching of English to deaf students who use Signed English communication are examined.  相似文献   

Characteristics,Academic and Post-university Outcomes of Students with a Disability at the University of Newcastle     

Phil Foreman  Ian Dempsey  Greg Robinson  Eric Manning 《高等教育研究与发展》2001,20(3):313-325

A cohort of 108 students with a disability, and a matched sample of students without a disability, were surveyed over a three-year period at the University of Newcastle. The purpose of the study was to examine the characteristics and academic outcomes for students with a disability because this group of students is significantly under-represented at Australian universities. Significant differences were found between some personal characteristics, academic performance, and outcomes following discontinuance or completion of study. The results are discussed within the context of disability legislation and policy in Australia.  相似文献   

Three pathways to support the professional and career development of casual academics     

Gail Crimmins  Florin Oprescu  Greg Nash 《International Journal for Academic Development》2017,22(2):144-156

Almost half of current academic staff will need to be replaced within three years in the Australian academic workforce. Literature suggests that casual academics are a potential solution, yet they are frequently excluded from the career development opportunities that would allow them to fulfil an ongoing academic role. Most academic development programmes designed for and delivered to casual academics are constructed by academic developers with little or no input from casual academics themselves. This paper documents what casual academics determine to be their academic development needs and how they could be addressed using three pathways of professional and career development.  相似文献   

Assessing the Practicum     

Susan Toohey  Greg Ryan  Chris Hughes 《Assessment & Evaluation in Higher Education》1996,21(3):215-227

The practicum appears in many different forms in professional education — as field placement, cooperative education, sandwich programs, internship and clinical placement. This review of current literature reveals many different conceptions of the kinds of learning outcomes that can be achieved through learning in the workplace and the contribution that the practicum can make to professional education. In consequence, assessment philosophies and methods are equally varied. Five distinct approaches to assessment of the practicum are identified and the strengths and weaknesses of each are evaluated. While assessment of the practicum in some programs has been very limited, in the best examples cited, integration of the practicum with the educational program has provided opportunities for students to bring together a range of knowledge and skills in a complex natural environment. Well‐designed assessment requirements can make a significant contribution to learning in the practicum by putting pressure on supervisors to structure the opportunities available and by requiring students to identify and reflect on what they have learned.  相似文献   

Reviews     

Ivan Crozier  Patricia Fara  Jon Hodge  Brendan Kitts  Robin Knight  Sverre Myhra  David Oldroyd  Elizabeth A. Wilson  Rosemary Robins  Stephen Dovers  John Forge  Harshi Gunawardena  Jenny Tannoch-Bland  Loet Leydesdorff  David Oldroyd  David Oldroyd  David Oldroyd  Nicolas Rasmussen  Greg Restall  Helaine Selin  Michael Shortland  E. E. Sleinis  Fiona Solomon  Scott McQuire  Maurice Crosland  David Farrier  Roslynn Haynes  Sverre Myhra  Colin Russell  Libby Robin  Karin Garrety  Stephen Gaukroger  Stephen Ames  Wendy Varney  Vojislav Bozickovic  Phil Dowe 《Metascience》1996,5(2):71-192

  相似文献   

Economic Deprivation and Early Childhood Development   总被引：53，自引：0，他引：53  

Greg J. Duncan  Jeanne Brooks-Gunn  Pamela Kato Klebanov 《Child development》1994,65(2):296-318

We consider 3 questions regarding the effects of economic deprivation on child development. First, how are developmental outcomes in childhood affected by poverty and such poverty correlates as single parenthood, ethnicity, and maternal education? Second, what are the developmental consequences of the duration and timing of family economic deprivation? And, third, what is the comparative influence of economic deprivation at the family and neighborhood level? We investigate these issues with longitudinal data from the Infant Health and Development Program. We find that family income and poverty status are powerful correlates of the cognitive development and behavior of children, even after accounting for other differences—in particular family structure and maternal schooling—between low- and high-income families. While the duration of poverty matters, its timing in early childhood does not. Age-5 IQs are found to be higher in neighborhoods with greater concentrations of affluent neighbors, while the prevalence of low-income neighbors appears to increase the incidence of externalizing behavior problems.  相似文献   

Developing a Web-Based Mechanism for Assessing Teacher Science Content Knowledge     

Al Byers  Susan Koba  Greg Sherman  Joan Scheppke  Roger Bolus 《Journal of Science Teacher Education》2011,22(3):273-289

  相似文献   

Reading and Dyslexia in Different Orthographies. Nicola Brunswick,Siné McDougall and Paul de Mornay Davies (Eds.) (2010) Hove and New York: Psychology Press. ISBN 978‐1‐84169‐712‐3, £35.96; 336 pp. (hardback) 978‐0‐203‐85846‐2, £39.95 (e‐book).     

Greg Brooks 《Literacy》2012,46(3):167-167

  相似文献   

That’s Not For Our Kids: The strange death of philosophy and ethics in a low socioeconomic secondary school     

Greg Thompson  Tomaž Lašič 《Educational Philosophy and Theory》2014,46(11):1225-1237

Abstract

This article reflects on the successes and failures of a new Philosophy and Ethics course in a low socioeconomic context in Perth, Western Australia, with the eventual demise of the subject in the school at the end of 2010. We frame this reflection within Deleuzian notions of geophilosophy to advocate for a Philosophy and Ethics that is informed by nomadic thought, as this offers a critical freedom for students to transform themselves and their society and suggests practical ways both of overcoming the prejudices which led to its demise and of student reluctance to engage in open discussion in class. We consider the demise of the course a ‘missed opportunity’ because it had so much potential to be transformative of student subjectivities in schools.  相似文献