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22437 results in Education

Page 298 of 1122

  • Education for Pax Americana: The Limits of Internationalism in Progressive Era Peace Education

  • Megan Threlkeld
  • Journal:
    History of Education Quarterly / Volume 57 / Issue 4 / November 2017
    Published online by Cambridge University Press:
    06 November 2017, pp. 515-541
    Print publication:
    November 2017

  • Fannie Fern Andrews, a Boston educator and reformer, started the American School Peace League (ASPL) in 1908 in order to educate schoolchildren in the principles of what she called “world citizenship.” Through its curriculum, A Course in Citizenship, the ASPL taught students about cooperation, tolerance, and the peaceful settlement of disputes. At the same time, however, they were preparing white, native-born US children to lead the new world and to judge others’ capacity for membership in it—their fitness for world citizenship—according to “civilized,” white American standards. I argue that while Andrews and the ASPL professed a desire for internationalism, theirs was very much a US-dominated internationalism. A Course in Citizenship calibrated the standards of progress and civilization by which children were to measure not only themselves but others around the world. Education for peace was also education for the new American empire.

  • Creating Segregation in the Era of Integration: School Consolidation and Local Control in New Brunswick, New Jersey, 1965–1976

  • Chris Rasmussen
  • Journal:
    History of Education Quarterly / Volume 57 / Issue 4 / November 2017
    Published online by Cambridge University Press:
    06 November 2017, pp. 480-514
    Print publication:
    November 2017
    • Article
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  • New Brunswick High School, which had been racially integrated for decades, became majority-minority (and soon, all minority) in the 1970s, after years of legal wrangling led hundreds of its students to depart for a new, nearly all-white high school in the adjacent suburb of North Brunswick. White suburbanites invoked “local control” to justify building their own high school and battled against both New Brunswick and the New Jersey Department of Education, which ostensibly supported integration and the creation of larger, consolidated school districts. Black and Latino city residents initially advocated integration but soon renounced integration and demanded “community control” over New Brunswick High. Ultimately, the New Jersey Department of Education permitted the schools in the city and the suburb to become separate, allowing segregation to prevail in the so-called “era of integration.”

  • HEQ volume 57 issue 4 Cover and Back matter

  • Journal:
    History of Education Quarterly / Volume 57 / Issue 4 / November 2017
    Published online by Cambridge University Press:
    06 November 2017, pp. b1-b5
    Print publication:
    November 2017
    • Article
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  • Da Symbol Dat Under da Stuffs: Teaching the Language of Maths to Aboriginal Learners of Standard Australian English as a Second Dialect

  • Janet Watts, Rod Gardner, Ilana Mushin
  • Journal:
    The Australian Journal of Indigenous Education / Volume 48 / Issue 1 / August 2019
    Published online by Cambridge University Press:
    30 October 2017, pp. 66-78
    Print publication:
    August 2019

  • Failure to adequately address language differences between home and school is one of the many ways in which education systems frequently disadvantage Aboriginal students. Children from predominantly Aboriginal English-speaking homes face specific challenges, as the language differences between their home variety and the Standard Australian English (SAE) of the curriculum and classroom are often rendered ‘invisible’, with little explicit accommodation to the fact that such children are essentially immersed into the SAE classroom (e.g. Dixon, 2013; McIntosh, O'Hanlon, & Angelo, 2012; Sellwood & Angelo, 2013). One consequence of this invisibility is that it has been very hard to see during classroom time, where these language differences appear to affect children's engagement with the curriculum. In this paper, we present a micro-analysis of a year 2 maths lesson in a class of Aboriginal learners of SAE as an additional language/dialect, where children are being taught to use location words (e.g. under, above) as mathematical language. We have examined the precise ways in which the children's home variety and SAE were used in this lesson, and where differences between these two varieties appeared to impact their understanding of the concepts being taught. We differentiate between the kinds of classroom language that provide a challenge to learners of SAE and the kinds that do not.

  • Good Living as a Living Law

  • Carlos E. Gallegos Anda
  • Journal:
    The Australian Journal of Indigenous Education / Volume 47 / Issue 1 / August 2018
    Published online by Cambridge University Press:
    27 October 2017, pp. 30-40
    Print publication:
    August 2018

  • In 2008, Ecuador reformed its Constitution after a prolonged period of economic, social and political crises. The momentary rupturing of power structures, that had limited political participation to small clusters of elites, opened participatory spaces for historically marginalised social groups to engage in the process of constitutional drafting. As a result of this unprecedented political shift in participation and inclusiveness, alternative notions of cultural, social and economic rights surfaced. This progressive constitutionalism is thus a novel attempt at overcoming legal formalism in favour of a Living Law, a law that embraces the contextual settings where it will be applied by scrutinising the historic power structures that have moulded it. Good Living as a legal principle underlines the enactment of a Living Law.

  • Chapter 7 - Self-regulated learning

    • By Patrick Griffin, University of Melbourne, Narelle English, Research Fellow, lecturer in assessment and doctoral candidate at the Assessment Research Centre, University of Melbourne., Nives Nibali, teacher and researcher currently working on a PhD and on the ‘Realising the Potential of Australia's High Capacity Students’ Project., Susan-Marie Harding, Research Fellow at the Assessment Research Centre, University of Melbourne., Lorraine Graham, Professor of Learning Intervention at the Melbourne Graduate School of Education, University of Melbourne.
  • Patrick Griffin, University of Melbourne
  • Book:
    Assessment for Teaching
    Published online:
    17 August 2019
    Print publication:
    18 October 2017, pp 141-160

  • Summary

    Learning Objectives

    In this chapter you will learn to:

  • • define self-regulated learning (SRL)

  • • understand the importance of self-regulation for both teacher and student

  • • use evidence of learning to assess and support SRL strategies.

    • This chapter introduces the concept of student self-regulated learning (SRL). It is included in this book about assessment for teaching because the student must be part-teacher and part-student. It is also included because the rubrics written using the approach in this book complement students’ SRL skills by articulating the competencies they need to assess, monitor and reflect on in their learning. The teacher also has to be part-student. The role of the teacher is less of a transmitter and more of a co-facilitator. The teacher, using the approach of this book and understanding the elements of SRL presented in this chapter, can help the student to take a more active role in SRL. The student becomes dependent on self-assessment and on assessing peers in collaborative arrangements. Now the teacher has two roles: one in facilitating learning and the other in helping students understand the self-assessments that will govern the development of their SRL competency.

    Introduction

    In earlier chapters of this book we described assessment as the search for evidence of learning. In normal circumstances the search tends to be conducted or managed by the teacher. Student self-assessment may also be defined as students’ search for evidence of their own learning. But is it a search? Do students understand how to produce evidence of what they are learning? How do teachers and students work together to identify learning outcomes, the strategies that lead to those outcomes, and the evidence of having reached or attained those outcomes? Increasingly the role of the teacher is changing, from transmitter to more a facilitator of knowledge.

    In this book we emphasise the role of developmental teaching and learning and assessment as key in dealing with the phenomenon of SRL. Both the teacher and the student can follow the student's growth and development if the road map is clear. This is discussed extensively in Chapter 10. For now, we will focus on the ideas of developmental teaching and learning where both the teacher and the student need to understand the developmental pathway the student is following.

  • Chapter 1 - Assessment as the search for evidence of learning

  • Patrick Griffin, University of Melbourne
  • Book:
    Assessment for Teaching
    Published online:
    17 August 2019
    Print publication:
    18 October 2017, pp 14-25

  • Summary

    Learning Objectives

    In this chapter you will learn to:

  • • define assessment and its related activities

  • • understand the use of assessment data to inform teaching

  • • identify the principles of a developmental model of assessment, teaching and learning

  • • differentiate between evidence of learning and inferences made about learning

  • • understand the role of collaboration in teachers’ use of assessment data

  • • develop a sure approach to the language of assessment and its derivatives.

    • In this chapter assessment is defined as the search for evidence of learning. Three important ideas are included in the definition. It is a search. It focuses on evidence. The rationale for assessment is to measure or promote learning. The importance of collaboration in teaching teams is emphasised together with the 10 principles of assessment on which this book is based. In part, the chapter attempts to stabilise the language of assessment and provide some ideas that help teachers understand why assessment is regarded as formative. The members of the writing team agree that assessment for students or assessment for learning is important but it is not what this book is about. We take a view that teachers are decision-makers; they make decisions about individual children; they make decisions based on evidence. Those decisions, and the evidence on which they are made, signal to the world teachers’ focus and good intentions. This chapter clarifies what we mean by searching for evidence and make a clear distinction between evidence and inference.

    Introduction

    In this chapter I have two goals. The first is to provide a rather simple but not simplistic definition of assessment. In doing so I am trying to avoid many of the polemics that emerge because of strongly felt views about the purpose of assessment, set procedures that many people favour, definitions of who might be involved and the reasons for assessment. It is difficult to avoid these kinds of arguments but I will do my best. The definition that I (as part of the larger writing team) offer describes assessment as a search for evidence of learning. This definition has three aspects that, hopefully, have neutral sense. The first is the idea of ‘search’ people may redefine the word in as many different ways as they wish in order to define the process of collecting assessment data.

  • Chapter 12 - Case study: Wilderness School, Adelaide, South Australia

    • By Heather De Blasio, Director of Learning and Teacher Excellence at Wilderness School, an independent, non-denominational school in Adelaide, South Australia., Michael Francis, Coordinator of Assessment, Learning and Teaching (Secondary) at the University of Melbourne and a teaching specialist at the Assessment Research Centre.
  • Patrick Griffin, University of Melbourne
  • Book:
    Assessment for Teaching
    Published online:
    17 August 2019
    Print publication:
    18 October 2017, pp 266-280

  • Summary

    Learning Objectives

    In this chapter you will learn to:

  • • understand some of the challenges, solutions and rewards that teachers and schools may encounter when working with the Assessment for Teaching model

  • • identify different ways in which teachers may use developmental assessment rubrics and judgement-based assessments to locate and use evidence of student learning to inform teaching during the process of learning

  • • grasp how students can be empowered to use developmental assessment rubrics to identify evidence of learning and current achievement and set specific learning goals to improve performance.

    • This chapter documents how one school has approached the task of introducing and implementing the Assessment for Teaching model and is designed to support schools considering the adoption of this model. It explains how the school leadership team undertook the process of planning, providing time, resources and professional learning to support and build teachers’ capacity to use assessment rubrics to search for evidence of learning. This approach was designed to inform scaffolded teaching targeted at what students are ready to learn. The chapter also identifies the positive impact of the approach on both teachers’ professional practice and student outcomes.

    Introduction

    Wilderness School is an independent, non-denominational day and boarding school for girls (Early Learning to Year 12) bordering the parklands of the central business district of Adelaide, South Australia. Founded by the Brown sisters in 1884, Wilderness is a non-selective school welcoming students with diverse learning needs. Girls from local, rural, interstate and international locations make up the student population of approximately 750.

    Wilderness has a long tradition of providing a high-quality education for girls. The Year 12 results for 2015 are a typical example of this. Of the student cohort, 70 per cent were placed in the top 10 per cent, 57 per cent in the top 5 per cent, and 18 per cent in the top 1 per cent of Year 12 students nationally. Results in the National Assessment Program – Literacy and Numeracy (NAPLAN) present a similar picture. Wilderness has regularly been the best-performing school in South Australia in a number of domains and year levels, as well as figuring in the top 50 nationally, as reported independently in The Australian (Balogh 2016).

  • Chapter 5 - Judgement-based assessment

    • By Patrick Griffin, University of Melbourne, Michael Francis, Coordinator of Assessment, Learning and Teaching (Secondary) at the University of Melbourne and a teaching specialist at the Assessment Research Centre., Pam Robertson, Research Fellow at the Assessment Research Centre, University of Melbourne.
  • Patrick Griffin, University of Melbourne
  • Book:
    Assessment for Teaching
    Published online:
    17 August 2019
    Print publication:
    18 October 2017, pp 90-112

  • Summary

    Learning Objectives

    In this chapter you will learn to:

  • • identify the strengths and weaknesses of judgement-based assessment

  • • understand how adopting a developmental assessment framework can maximise the strengths of judgement-based assessment so it can be used to better inform teaching decisions

  • • build a developmental assessment framework that describes the domain, strands and capabilities to be learned and taught in a unit of work.

    • Many forms of assessment have predetermined right and wrong answers. Familiar examples are multiple-choice questions and matching activities; there are also mathematics exercises or short-answer tasks for which there is no room for judgement. When a teacher is marking these forms of assessment, there can be no doubt about whether a student has answered correctly or incorrectly. Other kinds of assessment, such as essays and art folios, require different assessment methods. For these, there is no predetermined answer and teachers must use their professional judgement to assess the quality of the work. These assessments are sometimes dismissed as subjective because they rely on the teacher's judgement, but there are ways for this kind of assessment to be formalised and codified to increase confidence in the subjective judgement. This chapter explains the process via which this can be achieved.

    Introduction

    The terms ‘objective’ and ‘subjective’ in the context of assessment refer to the manner in which student work is judged and how records of the assessment are created and interpreted. Assessments are referred to as ‘objective’ if they can be routinely marked as correct or incorrect, regardless of who makes the judgement. This is generally applied to multiple-choice questions, or questions for which there is only one correct answer. Subjective assessments involve judgement in order to distinguish between responses of different quality. In general, they require an assessment in which the teacher weighs up or judges the value or quality of a performance or an answer and differentiates between higher- and lower-quality student work. This process of weighing up the quality of a performance is used in this chapter to develop a series of criteria that will help teachers improve these subjective judgements.

    In fact, there are no purely objective assessments. All assessments can be classified as qualitatively subjective – it is a matter of where the judgement takes place in the process of planning, implementing, coding and scoring assessments.

  • Chapter 8 - Building a development progression

    • By Patrick Griffin, University of Melbourne, Michael Francis, Coordinator of Assessment, Learning and Teaching (Secondary) at the University of Melbourne and a teaching specialist at the Assessment Research Centre.
  • Patrick Griffin, University of Melbourne
  • Book:
    Assessment for Teaching
    Published online:
    17 August 2019
    Print publication:
    18 October 2017, pp 161-197

  • Summary

    Learning Objectives

    In this chapter you will learn to:

  • • link curriculum and resources to assessment and reporting

  • • understand the theoretical basis on which criterion-referenced frameworks are built

  • • understand the theoretical basis on which students are located to levels on a criterion-referenced framework

  • • conduct a pairwise comparison of criteria

  • • build a criterion-referenced framework through deconstruction of curriculum

  • • build a progression for units of work and detailed learning outcomes.

    • This chapter shows how criterion-referenced frameworks are derived. The first section describes the process of derivation using a list of ordered skills produced by item response theory (IRT). The second section shows how a similar list of ordered skills can be produced using Thurstone's (1927) method of pairwise comparison. Two remaining sections form the balance of the chapter. A major feature of this chapter is a case study from the national TAFE-delivered Vocational Education and Training (TVET) sector illustrating criterion-referenced frameworks and pairwise comparison in practice.

    Introduction

    Often curriculum refers to the academic content taught in a formal course or program. The term ‘curriculum’ typically refers to the knowledge and skills students are expected to acquire. It also refers to standards they are expected to meet, the lessons taught, the teaching materials used in a course and the assessments used to evaluate student learning. UNESCO describes the term thus:

    Curriculum can be envisaged from different perspectives. What societies envisage as important teaching and learning constitutes the ‘intended’ curriculum. Since it is usually presented in official documents, it may be also called the ‘written’ and/or ‘official’ curriculum. However, at classroom level this intended curriculum may be altered through a range of complex classroom interactions, and what is delivered can be considered the ‘implemented’ curriculum. What learners really learn (i.e. what can be assessed and can be demonstrated as learning outcomes/learner competencies) constitutes the ‘achieved’ or ‘learned’ curriculum.

    (UNESCO 2017)

    The achieved curriculum is a focus of this chapter. In addition to learning outcomes achieved, curriculum theory points to a ‘hidden’ curriculum: that is, the unintended development of personal values and beliefs of learners, teachers and communities; the unexpected impact of a curriculum; and unforeseen aspects of a learning process. Those who develop the intended curriculum should have all these different dimensions of the curriculum in mind.

  • Chapter 4 - Conducting assessments: Making sure the evidence of learning is interpretable

    • By Masa Pavlovic, has worked in the field of education assessment, test development, data management and analysis, neurosciences and software development for the past 10 years., Nafisa Awwal, holds a Bachelor of Computer Science and completed her Master of Information Management and Systems at Monash University., Patrick Griffin, University of Melbourne, B. M. Monjurul Alom, computer programmer and platform developer in the Assessment Research Centre, University of Melbourne.
  • Patrick Griffin, University of Melbourne
  • Book:
    Assessment for Teaching
    Published online:
    17 August 2019
    Print publication:
    18 October 2017, pp 77-89

  • Summary

    Learning Objectives

    In this chapter you will learn to:

  • • understand the role of developmental frameworks in developing and conducting assessment for teaching

  • • conduct assessments, looking at a specific example of an assessment in an online environment and controlling for distracting influences

  • • target assessments

  • • recognise the need to confirm assessment results with other sources of evidence.

    • This chapter introduces the administration and use of assessment for teaching. It emphasises the importance of correctly targeting assessment to maximise the information available for both teachers and students. The approach of using assessments within a developmental framework requires a significant shift in thinking for teachers and students. Assessment in this context demands a clear understanding of its purposes as the identification of a level of readiness to learn in all students and the use of this to make teaching decisions about appropriate interventions. This chapter expands on some of the ideas discussed in Chapter 1 on the use of ‘skills, not scores’ – ideas that contrast assessment for teaching with summative testing. The chapter provides practical examples of how to maximise each student's opportunity to demonstrate their skills and knowledge.

    The classroom teacher doesn't always have the time or training to construct formal psychometric summative tests. This chapter reviews a range of assessment strategies teachers use in their search for evidence of learning and student growth.

    Introduction

    The focus of this chapter is the use of developmental assessment and issues related to administration of assessments and interpretation of data, to support the planning of targeted teaching strategies for classroom use. It builds on ideas introduced in Chapter 3 where we discussed developmental learning. Teachers need to know about the use and interpretation of assessment data if they are to use data to inform teaching.

    Planning administration: Why do we recommend testing twice a year?

    Testing is typically undertaken at the beginning of a school year to establish a benchmark level of achievement for the students. It also enables the teachers, at the beginning of the year, to identify the levels for intervention for each student and for the team leaders to bring this information to a team leaders’ workshop a few weeks after the first test.

  • Chapter 9 - Guttman Analysis

    • By Patrick Griffin, University of Melbourne, Michael Francis, Coordinator of Assessment, Learning and Teaching (Secondary) at the University of Melbourne and a teaching specialist at the Assessment Research Centre., Pam Robertson, Research Fellow at the Assessment Research Centre, University of Melbourne.
  • Patrick Griffin, University of Melbourne
  • Book:
    Assessment for Teaching
    Published online:
    17 August 2019
    Print publication:
    18 October 2017, pp 198-225

  • Summary

    Learning Objectives

    In this chapter you will learn to:

  • • generate, analyse and link a Guttman Analysis to the zone of proximal development (ZPD)

  • • use both objective and judgement-based assessment data to identify ZPDs

  • • explore for anomalies in the data

  • • use Guttman table data to target teaching

  • • examine the implications of assessment data analysis for classroom organisation to enhance targeted teaching.

    • This chapter introduces the Guttman Analysis, an effective tool for grouping students based on demonstrated skills. The chapter provides a step-by-step process through which teachers can organise data from either objective or judgement based assessment tasks into a readily interpretable and visual form. The chapter shows teachers how to interpret data to evaluate the reliability of an assessment task, both at a general and item level. The implications for this sort of analysis are considered, including the scenario where an assessment task does not capture skills within a student's ZPD. Finally, teachers are introduced to the process of using data to target teaching through the formation of instructional groups based on students’ ZPDs.

    Introduction

    The developmental model of learning was introduced in Chapter 3. A core feature of this model is the process of interpreting students’ zones of proximal development (ZPDs) in relation to a progression of increasing complexity. Teachers can locate students’ ZPDs using externally generated data, such as standardised test assessments, or they can use their own classroom data to generate a Guttman Analysis. Either way, teachers are equipped with information that can be used to target teaching and maximise student learning.

    Analysing externally generated student data

    In Chapter 3 we illustrated an externally generated student report based on the ARCOTS test data. The learning readiness report is generated by the ARCOTS system in real time and locates a student at a level on a developmental progression represented by the black bar that it links to a very brief (nutshell) description of the skills a student is ‘ready to learn’ (see Figure 9.1). It is not an achievement level but rather an estimation of the ZPD. The student's achievement level is below this point – it represents what they have already learned. As explained in Chapter 3, the ZPD is where teaching needs to be targeted to maximise student progress.

Page 298 of 1122