A comparison of teacher assessment (APP) with standardised tests in primary literacy and numeracy (WIAT-II)     

Ruth Marlow  Brahm Norwich  Obioha C. Ukoumunne  Lorraine Hansford  Siobhan Sharkey  Tamsin Ford 《Assessment in Education: Principles, Policy & Practice》2014,21(4):412-426

Assessing Pupils’ Progress (APP) arose from a government drive to increase the amount of teacher-based assessment within school and to make this consistent across schools. We conducted semi-structured interviews with head teachers to gain insight into how their schools applied APP and we compared the APP levels for English and Maths, provided by teachers across 11 schools for 72 pupils, to a standardised assessment (Wechsler Individual Achievement Test-II; WIAT). There was a strong correlation between the APP and WIAT for literacy but not for numeracy. Head teacher interviews revealed that APP is used differently across schools and at times is used in a way inconsistent with government guidance, which raises the question of how teacher assessments are used and their purpose. Questions that should be considered are; how is moderation used in schools, what is the function(s) of teacher assessments and what is good practice in relation to these assessments? Clarity about the function of assessments is of vital importance as is ensuring that assessments are meaningful to teachers, pupils, families and schools, especially in light of the weight that can be placed on teacher assessments for all these groups.  相似文献   

The World Of Music     

R. Murray Schafer  Garry E. Clarke  Walter Herdeg  Northrop Moore  Thomas Busby 《Communication Booknotes Quarterly》2013,44(2):25-26

R. Murray Schafer's The Tuning of the World (New York: Knopf, 1977—$12.95)

Garry E. Clarke's Essays on American Music (Westport, Conn.: Greenwood Press, 1977—$16.95)

Walter Herdeg, ed. Graphis/Record Covers (New York: Hastings House, 1974—$21.50)

Northrop Moore's A Matter of Records (New York: Taplinger Publishing, 1977—$10.95)

Thomas Busby's A Grammar of Music (New York: Da Capo Press, 1976—$25.00)

Thomas Busby's A Musical Manual or Technical Directory (New York: Da Capo Press, 1976—$17.50)  相似文献   

The difficulties of defining development:A case study     

Lorraine Stefani 《International Journal for Academic Development》2013,18(1):41-50

In the current climate of change and expansion within higher education in the UK, there are various drivers for change in the way the curriculum is designed and delivered. In the recent past, within the UK, the QAA has presented a Code of Practice with respect to HE provision for students with disabilities and changes in the legislation relating to access to higher education for students with disabilities. These developments have prompted funding councils to resource major projects relating to accessibility. Such is the complexity of terms such as 'curriculum', 'accessibility' and 'disability', that these funded projects require a multidisciplinary approach. However, questions arise as to whether the key players in these multidisciplinary projects actually fully understand each other and have a shared understanding of the terms of reference. This case study highlights some of the difficulties experienced within a multidisciplinary team that did not ensure a shared conception of the complexities of the change management project in which it was engaged. What comes to the foreground is the problematic concept of academic development and how it is understood outside of its own community.  相似文献   

On becoming an academic developer: A personal journey     

Lorraine Stefani 《International Journal for Academic Development》2013,18(2):102-110

Abstract

Academic Development is a diverse and complex profession that is becoming an increasingly important aspect of higher education, albeit that in general terms it is not necessarily highly enough valued at institutional and departmental levels. To raise the profile of the profession it may be tempting to provide a narrow definition of the nature of Academic Development and the appropriate credentials of the ‘Developers’. Such a move could stifle the creativity and the diversity of skills that exist within the profession and that render it problematic to define. However, to place value on our chosen field it is important for Developers to work towards a shared conception of Academic Development as a unique profession. The intention of this paper is to contribute to the dialogue and discussion of this issue through critical reflection on my personal journey into this profession. While some of the issues raised by Andresen (1996) relating to the nature of Academic Development, pathways to credibility within the profession and issues relating to accredited programmes for Academic Developers are addressed, it is important to state that this paper is limited to reflections on my own journey, which I consider to be neither unique nor ordinary, into the profession.  相似文献   

Objectivity in historical perspective     

Peter Dear  Ian Hacking  Matthew L. Jones  Lorraine Daston  Peter Galison 《Metascience》2012,21(1):11-39

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The value of the academic award in initial teacher education: key stakeholder perceptions of the masters level Postgraduate Certificate in Education in two English universities     

Lorraine Thomas 《欧洲师范教育杂志》2018,41(2):246-261

The Postgraduate Certificate in Education (PGCE) has been a successful and popular initial teacher education (ITE) programme since the 1950s, with the masters level PGCE being successfully embedded within universities in England since 2007 and having high levels of student satisfaction. Recent White Papers, policy and reviews have undermined the academic award in ITE, however, favouring school-led initial teacher training and the minimum, essential professional award. Located within the Secondary ITE phase in two English universities, this article presents the value of studying education and the academic award at pre-service level via key stakeholder perceptions from interviews with teacher–educators and student–teachers within a case study. Findings highlight improvements to student–teachers’ knowledge and practice; enjoyment in working at a higher academic level; improvements to the ITE programme overall, including student–teacher support and student–teachers’ articulation of knowledge and practice; and enhanced opportunities for employability, career advancement and gaining a Master’s degree.  相似文献   

Review of personnel evaluation systems: A local application of the standards     

Robert A. Reineke  Marjorie J. Willeke  Lorraine H. Walsh  Carroll R. Sawin 《Journal of Personnel Evaluation in Education》1988,1(4):373-378

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Demystifying the rubric: a five-step pedagogy to improve student understanding and utilisation of marking criteria     

Lorraine Jones  Bill Allen  Peter Dunn  Lesley Brooker 《高等教育研究与发展》2017,36(1):129-142

Marking-criteria rubrics are commonly used to judge the quality of student work, but few students receive instruction to effectively use and apply rubrics. This study investigates an intervention designed to encourage effective utilisation of rubrics. The study, completed over two years (2011: n?=?189 respondents; 2012: n?=?464 respondents) in a large first-year course, explored how five instructional activities, used formatively and sequentially impacted student learning. This intervention comprised: (1) deconstruction of the rubric and standardising the marking method; (2) examples and exemplars; (3) peer review; (4) self-review; and (5) a reflective diary. Results showed an increase in student confidence with marking criteria and assessment (89% in 2011) and a statistically significant improvement in marks. Most students (77% in 2011 and 90% in 2012) rated each intervention as useful. Student feedback indicated that substantial changes occurred between initial drafts and final submission, which resulted in improvements in student performance scores.  相似文献   

我的爱猫抱抱     

Lorraine Lee 《英语辅导》2017,(9)

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在海边的一天     

Lorraine Lee 《英语辅导》2017,(7)

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