... Paul, Wiliam, Dylan, Assessment in Education: Principles, Policy & Practice Mar1998, Vol. 5, Issue 1 ABSTRACT This article is a review of the literature on classroom formative assessment. Several studies show firm evidence that innovations designed to strengthen the frequent feedback that students receive about their learning yield substantial learning gains. The perceptions of students and their role in self-assessment are considered alongside analysis of' the strategies used by teachers and the formative strategies incorporated in such systemic approaches as mastery learning. There follows a more detailed and theoretical analysis of the nature of feedback, which provides a basis for a discussion of the development of theoretical models for formative assessment and of the prospects for the improvement of practice. Introduction One of the outstanding features of studies of assessment in recent years has been the shift in the focus of attention, towards greater interest in the interactions between assessment and classroom learning and away from concentration on the properties of restricted forms of test which are only weakly linked to the learning experiences of" students. This shift has been coupled with many expressions of hope that improvement in classroom assessment will make a strong contribution to the improvement of learning. So one main purpose of this review is to survey the evidence which might show whether or not such hope is justified. A second purpose is...
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... Paul, Wiliam, Dylan, Assessment in Education: Principles, Policy & Practice Mar1998, Vol. 5, Issue 1 ABSTRACT This article is a review of the literature on classroom formative assessment. Several studies show firm evidence that innovations designed to strengthen the frequent feedback that students receive about their learning yield substantial learning gains. The perceptions of students and their role in self-assessment are considered alongside analysis of' the strategies used by teachers and the formative strategies incorporated in such systemic approaches as mastery learning. There follows a more detailed and theoretical analysis of the nature of feedback, which provides a basis for a discussion of the development of theoretical models for formative assessment and of the prospects for the improvement of practice. Introduction One of the outstanding features of studies of assessment in recent years has been the shift in the focus of attention, towards greater interest in the interactions between assessment and classroom learning and away from concentration on the properties of restricted forms of test which are only weakly linked to the learning experiences of" students. This shift has been coupled with many expressions of hope that improvement in classroom assessment will make a strong contribution to the improvement of learning. So one main purpose of this review is to survey the evidence which might show whether or not such hope is justified. A second purpose is...
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...TOWARDS UNDERSTANDING STUDENT ACADEMIC PERFORMANCE IN SOUTH AFRICA: A PILOT STUDY OF GRADE 6 MATHEMATICS LESSONS IN GAUTENG PROVINCE A REPORT PREPARED BY THE HUMAN SCIENCES RESEARCH COUNCIL (HSRC) WITH STANFORD UNIVERSITY (IN PARTNERSHIP WITH A CONSORTIUM OF SOUTH AFRICAN UNIVERSITIES AND JET Education Services) 24 APRIL 2008 Table of Contents Research Team, ii List of Tables, iii List of Boxes, iii List of Figures, iv List of Abbreviations, v Note on Terminology, vi INTRODUCTION, 1 1. THE CONTEXT OF THE STUDY, 3 Profiling Public School Teachers in South Africa, 3 Teachers in Gauteng, 8 Curriculum policy, 10 Teacher education, 12 Teacher supervision and evaluation, 16 Socio-economic context of the schools, 17 CONCEPTUAL FRAMEWORK AND METHODOLOGY, 21 General Conceptual Framework, 21 Data collection, 24 RESULTS, 29 Learner and Teacher Mathematics Knowledge, 29 Teacher Content and Pedagogical Content Knowledge, 32 School Socio-economic Level, Teacher Mathematics Knowledge and Student Performance, 35 Teaching Practice and Proficiency in Gauteng Province, 43 Results: Time Segment Summaries, 46 The Mathematical Content of the Lessons, 50 Mathematical Proficiency, 51 Level of Cognitive Demand, 53 The Teacher’s Observed Knowledge, 54 The Relation between Overall Teaching Quality Rating and Teacher, Content and Pedagogical Knowledge, 56 School Principal Results, 58 Regression Estimates of Student Achievement Outcomes, 60 CONCLUSIONS, 68 REFERENCES, 73 APPENDIX 1 : INSTRUMENTS...
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...TOWARDS UNDERSTANDING STUDENT ACADEMIC PERFORMANCE IN SOUTH AFRICA: A PILOT STUDY OF GRADE 6 MATHEMATICS LESSONS IN GAUTENG PROVINCE A REPORT PREPARED BY THE HUMAN SCIENCES RESEARCH COUNCIL (HSRC) WITH STANFORD UNIVERSITY (IN PARTNERSHIP WITH A CONSORTIUM OF SOUTH AFRICAN UNIVERSITIES AND JET Education Services) 24 APRIL 2008 Table of Contents Research Team, ii List of Tables, iii List of Boxes, iii List of Figures, iv List of Abbreviations, v Note on Terminology, vi INTRODUCTION, 1 1. THE CONTEXT OF THE STUDY, 3 Profiling Public School Teachers in South Africa, 3 Teachers in Gauteng, 8 Curriculum policy, 10 Teacher education, 12 Teacher supervision and evaluation, 16 Socio-economic context of the schools, 17 CONCEPTUAL FRAMEWORK AND METHODOLOGY, 21 General Conceptual Framework, 21 Data collection, 24 RESULTS, 29 Learner and Teacher Mathematics Knowledge, 29 Teacher Content and Pedagogical Content Knowledge, 32 School Socio-economic Level, Teacher Mathematics Knowledge and Student Performance, 35 Teaching Practice and Proficiency in Gauteng Province, 43 Results: Time Segment Summaries, 46 The Mathematical Content of the Lessons, 50 Mathematical Proficiency, 51 Level of Cognitive Demand, 53 The Teacher’s Observed Knowledge, 54 The Relation between Overall Teaching Quality Rating and Teacher, Content and Pedagogical Knowledge, 56 School Principal Results, 58 Regression Estimates of Student Achievement Outcomes, 60 CONCLUSIONS, 68 REFERENCES, 73 APPENDIX 1 : INSTRUMENTS...
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...Introduction Student achievement is not simply a matter of what happens in school. Academic achievement can be defined as excellence in all academic disciplines, in class as well as extracurricular activities. It includes excellence in sporting, behavior, confidence, communication skills, punctuality, assertiveness, arts, culture, and the like. It is a good way to enhance the drive of student to achieve a lot. It is about academic excellence, exemplary deportment, special awards, essential life skills, and responsibility to the community. In terms of academics, all students will obtain, understand, analyze, communicate and apply knowledge and skills to achieve success in school and life. In terms of essential life skills, all students will demonstrate aptitude, attitudes, and skills to lead responsible, fulfilling, and respectful lives. In terms of responsibility to the community, all students will understand and model the important attributes people must have to contribute to an effective and productive community and common good of all. In brief, it involves both product and process, and achievement is assessed both individually and collaboratively. A key component of both the product and the process in this "new literacy" classroom is that the students need to be conversant in multiple forms of representation—they must collect and process a certain amount of information, including non-print material such as photographs, video footage, and phone interview data. Also, students need to...
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...School of Health and Education Secondary PGCE Programme Handbook 2015-16 Student Name: Programme Leader: Eddie Ellis PGCE Secondary Programme Handbook 2015-16 Information in alternative formats This handbook can be found online at: https://myunihub.mdx.ac.uk/web/homecommunity/mystudy If you have a disability which makes navigating the website difficult and you would like to receive information in an alternative format, please contact http://unihub.mdx.ac.uk/support/disability/i ndex.aspx Sections from this publication can be supplied as: • a Word document with enlarged type — sent by email or supplied on a CD or memory stick • printed copy with enlarged type • printed copy on non-white paper • as Braille Other formats may be possible. We will do our best to respond promptly. To help us, please be as specific as you can about the information you require and include details of your disability. PGCE Secondary Programme Handbook 2015-16 Purpose and status of your student programme handbook The purpose of this handbook is to provide you with information about your programme of study and to direct you to other general information about studying at Middlesex University, the majority of which is available on UniHub. The material in this handbook is as accurate as possible at the date of production however you will be informed of any major changes in a timely manner. Your comments on any improvements to this handbook are welcome. Please put them in writing...
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...1: Living Things and Their Environment Introduction At this point, students have already learned in Grade 8 how the body breaks down food into forms that can be absorbed through the digestive system and then transported to each cell, which was on the other hand discussed in Grade 7 to be the basic unit of life. The learners have also discovered that cells divide to produce new cells by mitosis and meiosis. They have understood that meiosis is an early step in sexual reproduction that leads to variation. Students have been introduced to genetics to be able to appreciate evolutionary differences among species. Learners have also found out that biodiversity is the collective variety of species living in an ecosystem, and by studying the ecosystem; they have come across the various cycling of materials and energy transformation. DRAFT April 29, 2014 All modules in Grade 9 Unit 1-Living Things and Their Environment present student-centered activities that will allow the learners to discover and develop concepts that they may consider useful to their everyday life. At the end of each lesson, key concepts are provided for the students to grasp ideas and information that they will remember even after they have left school. Instructional activities are designed to build up the students’ knowledge, understanding, skills, and ability to transfer learning. The modules generally use authentic assessment for the students to perform real-world tasks demonstrating meaningful application of...
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...Research Report DCSF-RR051 Independent Learning Literature Review Bill Meyer, Naomi Haywood, Darshan Sachdev and Sally Faraday Learning and Skills Network Research Report No DCSF-RR051 Independent Learning Literature Review Bill Meyer, Naomi Haywood, Darshan Sachdev and Sally Faraday Learning and Skills Network The views expressed in this report are the authors’ and do not necessarily reflect those of the Department for Children, Schools and Families. © Learning and Skills Network 2008 ISBN 978 1 84775 239 0 Contents 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 Executive summary...............................................................................2 Introduction .........................................................................................10 Policy context ......................................................................................12 Methodology........................................................................................14 Defining independent learning.............................................................15 Key elements of independent learning ................................................21 Models of independent learning ..........................................................25 Skills required for independent learning ..............................................28 How teachers can promote independent learning ...............................32 How schools can promote independent learning.............
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...this project. Many people generously contributed to the development of this report. We are especially indebted to the chapter authors for their invaluable contributions and for their patience throughout this process. Sue Rigney from the U.S. Department of Education contributed greatly to the quality of this work by providing excellent comments and suggestions. We are so grateful for her support, advice and contribution to this report. Kathleen Leos of the U.S. Department of Education also provided useful comments. We appreciate her support as well. We are also so grateful to Dean Harold Levine for his support, Veena Nambiar, Susan Porter, Jisel Vega, and Lisa Sullivan for their contributions to this work. Veena Nambiar (a UC Davis doctoral student) helped in this study by reading the initial version of some of the chapters of this report and by...
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...Chapter I THE PROBLEM AND ITS BACKGROUND Introduction/Background of the Study Reading is an interactive, problem-solving process of making meaning from texts. It is a complex interaction between the text, the reader and the purposes for reading, which are shaped by the reader’s prior knowledge and experiences, the reader’s knowledge about reading and writing language and the reader’s language community which is culturally and socially situated. (Hughes, 2007) The reading process involves 5 stages which are pre-reading, reading, responding, exploring, and applying. Readers use a variety of reading strategies to assist with translating symbols into sounds or visual representations of speech and comprehension. Readers integrate the words they have read into their existing framework of knowledge. Currently most reading is either of the printed word from ink or toner on paper, such as in a book, magazine, newspaper, leaflet, or notebook, or of electronic displays, such as computer displays, television, or mobile phones. Handwritten text may also be produced using a pencil or a pen. The traditional way of reading is simply the act of reading a written or printed text. It does not use any kind of listening material. This process of reading only uses the sense of sight.It is considered as the basic way of reading. Reading is regarded as a leisure activity and at the same time educational. Meanwhile, the reading with the use of...
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...Y METHODS IN EDUCATIONAL RESEARCH From Theory to Practice Marguerite G. Lodico, Dean T. Spaulding, Katherine H. Voegtle METHODS IN EDUCATIONAL RESEARCH Y METHODS IN EDUCATIONAL RESEARCH From Theory to Practice Marguerite G. Lodico, Dean T. Spaulding, Katherine H. Voegtle Copyright © 2006 by John Wiley & Sons, Inc. All rights reserved. Published by Jossey-Bass A Wiley Imprint 989 Market Street, San Francisco, CA 94103-1741 www.josseybass.com No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning, or otherwise, except as permitted under Section 107 or 108 of the 1976 United States Copyright Act, without either the prior written permission of the publisher, or authorization through payment of the appropriate per-copy fee to the Copyright Clearance Center, Inc., 222 Rosewood Drive, Danvers, MA 01923, 978-750-8400, fax 978-646-8600, or on the Web at www.copyright.com. Requests to the publisher for permission should be addressed to the Permissions Department, John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030, 201-748-6011, fax 201-748-6008, or online at http://www.wiley.com/go/permissions. Limit of Liability/Disclaimer of Warranty: While the publisher and author have used their best efforts in preparing this book, they make no representations or warranties with respect to the accuracy or completeness of the contents of this...
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...Moderate assessment Department of Education Moderate assessment A module of the Advanced Certificate: Education (School Management and Leadership) © Department of Education 2008 Creative Commons License The copyright for this work is held by the Department of Education. However, to maximise distribution and application, the work is licensed under the Creative Commons License. This allows you to copy, distribute, and display the work under the following conditions: By attribution. You must attribute the work in the manner specified by the Department of Education. For non commercial use1. You may not use this work for commercial purposes. Profit-making entities who charge a fee for access to the work are not permitted to copy, distribute and display the work. By attribution, share-alike. Should this core material be supplemented in any way to create a derivative work, it is expected that the derivative work will be made available to the Department of Education to post onto the Thutong website for others to access and adapt as needed. For any reuse or distribution, you must make clear to others the license terms of this work. Any of these conditions can be waived if you get permission from the Department of Education. Department of Education Sol Plaatje House 123 Schoeman Street Tshwane South Africa Tel: +27 12 312 5344 Fax: +27 12 323 0134 http://www.education.gov.za © Department of Education 2008 1 How does the Department of Education define commercial...
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...NAAC The NATIONAL ASSESSMENT AND ACCREDITATION COUNCIL (NAAC) is an autonomous body established by the University Grants Commission (UGC) of India to assess and accredit institutions of higher education in the country. It is an outcome of the recommendations of the National Policy in Education (1986) that laid special emphasis on upholding the quality of higher education in India. The system of higher education in India has expanded rapidly during the last fifty years. In spite of the built-in regulatory mechanisms that ensure satisfactory levels of quality in the functioning of higher education institutions, there have been criticisms that the country has permitted the mushrooming of institutions of higher education with fancy programme and substandard facilities and consequent dilution of standards.To address the issues of deterioration in quality, the National Policy on Education (1986) and the Plan of Action (POA-1992) that spelt out the strategic plans for the policies, advocated the establishment of an independent national accreditation body. Consequently, the NAAC was established in 1994 with its headquarters at Bangalore. Governance The NAAC functions through its General Council (GC) and Executive Committee (EC) where educational administrators, policy makers and senior academicians from a cross-section of the system of higher education are represented. The Chairperson of the UGC is the President of the GC of the NAAC, the Chairperson of the EC is an eminent academician...
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...(DfES), and the ongoing advice, encouragement and support which we have received, in particular from Malcolm Hunt, Head of Evidence and Research, Becta, and from Andrew Jones and Michael Harris, Education Officers, Becta. The team would also like to acknowledge the support and advice received from academic and administrative colleagues at King’s College London and at the University of Leeds. Version 1, January 2004 © Becta 2004 http://www.becta.org.uk page 1 of 58 Becta | A review of the research literature relating to ICT and attainment Contents Executive Summary 1 2 3 4 Introduction Evidence of the effects of ICT on attainment Factors affecting attainment Research methods to measure ICT and attainment 4 4 7 8 Main Report 1 2 3 4 4.1 4.2 4.3 4.4 5 6 6.1 Background Introduction Aims of the study Methodology Literature search procedures Combining existing literature reviews and creating a framework Deciding the criteria for the selection of the literature sources Identifying and prioritising the range of journals to be reviewed Literature Review Data Sources Results of the...
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...61801, USA *Correspondence: daphne@bcs.rochester.edu DOI 10.1016/j.neuron.2010.08.035 2Department 1Department Children encounter technology constantly at home and in school. Television, DVDs, video games, the Internet, and smart phones all play a formative role in children’s development. The term ‘‘technology’’ subsumes a large variety of somewhat independent items, and it is no surprise that current research indicates causes for both optimism and concern depending upon the content of the technology, the context in which the technology immerses the user, and the user’s developmental stage. Furthermore, because the field is still in its infancy, results can be surprising: video games designed to be reasonably mindless result in widespread enhancements of various abilities, acting, we will argue, as exemplary learning tools. Counterintuitive outcomes like these, besides being practically relevant, challenge and eventually lead to refinement of theories concerning fundamental principles of brain plasticity and learning. Introduction It is Monday morning at 7:58 a.m. when John enters the building. Immediately a dossier is uploaded to his iPad, complete with a schedule, maps to relevant locations, and background information for the various tasks he will need to complete. As he reads that his first assignment begins in 2 minutes in the physics lab two floors above, his walk becomes a light jog. In this story John is not a spy, but is instead an average eighth...
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