Pub Date : 2021-04-03DOI: 10.1080/00131881.2021.1915173
P. Guzmán, Gonzalo Cifuentes Gomez, M. Santelices
ABSTRACT Background The transition of high school students to higher education can be an overwhelming experience which may impact on academic outcomes. Despite increases in access, course completion rates remain problematic in Chile. Students’ expectations of higher education can play an important role in their decision-making, especially in terms of choices made about programme and institution. Purpose The purpose of this study was to better understand Chilean high school students’ expectations of the benefits and costs involved in the transition process from secondary to postsecondary education. Also, it aimed to examine the factors that influence those expectations. Method We used a qualitative design to collect information from 76 university-tracked high-school seniors through nine focus groups. All focus group data were double coded using a directed content analysis approach. Findings The analysis indicated that students mentioned expectations of non-monetary benefits frequently, and in all focus groups. Though monetary benefits were not referred to directly, students identified them implicitly through non-monetary benefits. Expectations about costs were mentioned less often than were benefits. Conclusions Our study highlights that the construction of expectations appeared chiefly influenced by the information obtained through family and peers. The findings from this study should help focus institutional and educational policymakers’ efforts in supporting the decision-making process of students transitioning to higher education.
{"title":"Secondary students’ expectations on transition to higher education","authors":"P. Guzmán, Gonzalo Cifuentes Gomez, M. Santelices","doi":"10.1080/00131881.2021.1915173","DOIUrl":"https://doi.org/10.1080/00131881.2021.1915173","url":null,"abstract":"ABSTRACT Background The transition of high school students to higher education can be an overwhelming experience which may impact on academic outcomes. Despite increases in access, course completion rates remain problematic in Chile. Students’ expectations of higher education can play an important role in their decision-making, especially in terms of choices made about programme and institution. Purpose The purpose of this study was to better understand Chilean high school students’ expectations of the benefits and costs involved in the transition process from secondary to postsecondary education. Also, it aimed to examine the factors that influence those expectations. Method We used a qualitative design to collect information from 76 university-tracked high-school seniors through nine focus groups. All focus group data were double coded using a directed content analysis approach. Findings The analysis indicated that students mentioned expectations of non-monetary benefits frequently, and in all focus groups. Though monetary benefits were not referred to directly, students identified them implicitly through non-monetary benefits. Expectations about costs were mentioned less often than were benefits. Conclusions Our study highlights that the construction of expectations appeared chiefly influenced by the information obtained through family and peers. The findings from this study should help focus institutional and educational policymakers’ efforts in supporting the decision-making process of students transitioning to higher education.","PeriodicalId":47607,"journal":{"name":"Educational Research","volume":"63 1","pages":"164 - 179"},"PeriodicalIF":3.5,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00131881.2021.1915173","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41408607","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-03DOI: 10.1080/00131881.2021.1917303
Shin Yen Tan
ABSTRACT Background With increasing recognition of the importance of lifelong learning, the skill of reflection has become ever more significant, especially in higher education. However, the quality of student reflection can vary and, when students are tasked with reflecting, an assumption is often made that they automatically understand how to reflect. As students continue to grapple with the act of reflecting, and the culture of being critically reflective, there is a need for greater understanding of students’ perceptions of reflection and the challenges encountered. Purpose The purpose of this small-scale, in-depth study was to understand the student perspective by inviting students to talk about reflection. There was a particular focus on exploring views and experiences from the standpoints of those directly undergoing and navigating the process. Method In this qualitative study, the participants were 11 undergraduate students from a university in Malaysia. The students completed a questionnaire and were then interviewed by the researcher. The data collected were analysed using a thematic approach. Findings Two core themes and six subthemes emerged from the data analysis: (1) views of reflection – initial experiences, understanding of reflection and transition; (2) challenges faced – the need for more process-focused feedback, vulnerability in reflection and inaction in reflection. The findings are discussed with relevant examples from the data. Conclusions The findings highlighted how reflection can be perceived as an ambiguous task, subject to a variety of interpretations. From the students’ viewpoint, reflection was often characterised as a product which was single-layered (non-iterative) and monologic, rather than iterative and dialogic. Insights offered by this analysis suggest the need for the student perspective to be more deeply understood and considered contextually, with the aim of designing teaching to better support and strengthen a reflective learning approach.
{"title":"Reflective learning? Understanding the student perspective in higher education","authors":"Shin Yen Tan","doi":"10.1080/00131881.2021.1917303","DOIUrl":"https://doi.org/10.1080/00131881.2021.1917303","url":null,"abstract":"ABSTRACT Background With increasing recognition of the importance of lifelong learning, the skill of reflection has become ever more significant, especially in higher education. However, the quality of student reflection can vary and, when students are tasked with reflecting, an assumption is often made that they automatically understand how to reflect. As students continue to grapple with the act of reflecting, and the culture of being critically reflective, there is a need for greater understanding of students’ perceptions of reflection and the challenges encountered. Purpose The purpose of this small-scale, in-depth study was to understand the student perspective by inviting students to talk about reflection. There was a particular focus on exploring views and experiences from the standpoints of those directly undergoing and navigating the process. Method In this qualitative study, the participants were 11 undergraduate students from a university in Malaysia. The students completed a questionnaire and were then interviewed by the researcher. The data collected were analysed using a thematic approach. Findings Two core themes and six subthemes emerged from the data analysis: (1) views of reflection – initial experiences, understanding of reflection and transition; (2) challenges faced – the need for more process-focused feedback, vulnerability in reflection and inaction in reflection. The findings are discussed with relevant examples from the data. Conclusions The findings highlighted how reflection can be perceived as an ambiguous task, subject to a variety of interpretations. From the students’ viewpoint, reflection was often characterised as a product which was single-layered (non-iterative) and monologic, rather than iterative and dialogic. Insights offered by this analysis suggest the need for the student perspective to be more deeply understood and considered contextually, with the aim of designing teaching to better support and strengthen a reflective learning approach.","PeriodicalId":47607,"journal":{"name":"Educational Research","volume":"63 1","pages":"229 - 243"},"PeriodicalIF":3.5,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00131881.2021.1917303","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45039094","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-03DOI: 10.1080/00131881.2021.1918014
L. Kim, R. Leary, Kathryn Asbury
ABSTRACT Background Many countries around the world imposed nationwide school closures to manage the spread of COVID-19. England closed its schools for most pupils in March 2020 and prepared to reopen schools to certain year groups in June 2020. Understanding teachers’ lived experiences at this time of educational disruption is important, shedding light on challenges faced and support needed by schools and teachers in the event of further disruption. Purpose The research reported here represents the second timepoint in a longitudinal study investigating what it was like being a teacher in England during the pandemic. Our aim was to better understand teachers’ experiences at a time of partial reopening of schools in mid-June 2020. Method We used the framework of Self-Determination Theory to explore challenges to teachers’ basic psychological needs for autonomy, competence and relatedness. A total of 24 primary and secondary state school teachers from 20 schools across England were interviewed and asked to tell stories of a low point, a high point and a turning point. A reflexive thematic analysis, using a mix of inductive and deductive coding, was conducted. Findings Six themes were identified in the data: uncertainty, practical concerns, worry for pupils, importance of relationships, teacher identity, and reflections. Challenging their basic need for autonomy and competence, teachers were anxious about current and future uncertainties while navigating school reopenings. Challenging their basic need for relatedness, teachers described the importance of connecting with pupils and their families, and with colleagues. Lastly, teachers searched for holistic meaning, evaluating what it means to be a teacher and reflecting on how these circumstances have affected their personal and professional lives. Conclusions Our analysis of teachers’ experiences provides insight into how teachers’ psychological needs for autonomy, competence and relatedness have been challenged. It highlights the importance of supporting teachers to feel autonomous, competent and connected with colleagues, pupils and their families. Such support is likely to be beneficial to teachers’ wellbeing and their commitment to the profession, now and in the future.
{"title":"Teachers’ narratives during COVID-19 partial school reopenings: an exploratory study","authors":"L. Kim, R. Leary, Kathryn Asbury","doi":"10.1080/00131881.2021.1918014","DOIUrl":"https://doi.org/10.1080/00131881.2021.1918014","url":null,"abstract":"ABSTRACT Background Many countries around the world imposed nationwide school closures to manage the spread of COVID-19. England closed its schools for most pupils in March 2020 and prepared to reopen schools to certain year groups in June 2020. Understanding teachers’ lived experiences at this time of educational disruption is important, shedding light on challenges faced and support needed by schools and teachers in the event of further disruption. Purpose The research reported here represents the second timepoint in a longitudinal study investigating what it was like being a teacher in England during the pandemic. Our aim was to better understand teachers’ experiences at a time of partial reopening of schools in mid-June 2020. Method We used the framework of Self-Determination Theory to explore challenges to teachers’ basic psychological needs for autonomy, competence and relatedness. A total of 24 primary and secondary state school teachers from 20 schools across England were interviewed and asked to tell stories of a low point, a high point and a turning point. A reflexive thematic analysis, using a mix of inductive and deductive coding, was conducted. Findings Six themes were identified in the data: uncertainty, practical concerns, worry for pupils, importance of relationships, teacher identity, and reflections. Challenging their basic need for autonomy and competence, teachers were anxious about current and future uncertainties while navigating school reopenings. Challenging their basic need for relatedness, teachers described the importance of connecting with pupils and their families, and with colleagues. Lastly, teachers searched for holistic meaning, evaluating what it means to be a teacher and reflecting on how these circumstances have affected their personal and professional lives. Conclusions Our analysis of teachers’ experiences provides insight into how teachers’ psychological needs for autonomy, competence and relatedness have been challenged. It highlights the importance of supporting teachers to feel autonomous, competent and connected with colleagues, pupils and their families. Such support is likely to be beneficial to teachers’ wellbeing and their commitment to the profession, now and in the future.","PeriodicalId":47607,"journal":{"name":"Educational Research","volume":"63 1","pages":"244 - 260"},"PeriodicalIF":3.5,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00131881.2021.1918014","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45769630","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-03DOI: 10.1080/00131881.2021.1914514
Auxiliadora Sales, T. Aguado, J. Lozano, Lucía. Pellejero
ABSTRACT Background For education to be underpinned deeply by the principles of inclusion and interculturality, there is a need for school to be reconceptualised as an institution which is strongly linked to its territory and capable of being an agent of social change. As part of a wider project exploring processes of democratic participation for social transformation, this article reports on a research study that supported schools to review and reformulate their educational practices through a school-based Participatory Action Research (PAR) project. Purpose The study sought to support participating schools to examine, review and transform practices by using participatory social diagnosis (PSD) strategies. In particular, it aimed to explore the ways in which PSD practices enabled the review of practices linked to territory, encouraging a process of transformative participation towards inclusion. Method Through participatory projects across four infant (3- to 6-year-old pupils) and primary (6- to 12-year-old pupils) schools in different locations in Spain, case studies were developed to examine participation and community building in the context of each case. Data, including recordings of focus group sessions, were transcribed and analysed qualitatively, using content analysis techniques. Findings Across the four case studies, analysis suggested that, in a variety of ways, spaces and times were created for shared reflection, and participatory techniques generated creative forms available to the entire community to contribute to the analysis and transformation of practices. The findings indicated that PAR techniques had enabled a means of participation that led to a process of circulation and collective production of knowledge, allowing a rethinking of inclusion and territory. Conclusions : Our small scale, in-depth study highlights the implications of opening up participatory spaces with regard to the concept of community, social change and territory. This research may provide insights for future researchers and school communities with similar goals of changing educational practices to address participation from an inclusive and intercultural approach.
{"title":"Opening up participatory spaces: a way of rethinking school practices linked to territory","authors":"Auxiliadora Sales, T. Aguado, J. Lozano, Lucía. Pellejero","doi":"10.1080/00131881.2021.1914514","DOIUrl":"https://doi.org/10.1080/00131881.2021.1914514","url":null,"abstract":"ABSTRACT Background For education to be underpinned deeply by the principles of inclusion and interculturality, there is a need for school to be reconceptualised as an institution which is strongly linked to its territory and capable of being an agent of social change. As part of a wider project exploring processes of democratic participation for social transformation, this article reports on a research study that supported schools to review and reformulate their educational practices through a school-based Participatory Action Research (PAR) project. Purpose The study sought to support participating schools to examine, review and transform practices by using participatory social diagnosis (PSD) strategies. In particular, it aimed to explore the ways in which PSD practices enabled the review of practices linked to territory, encouraging a process of transformative participation towards inclusion. Method Through participatory projects across four infant (3- to 6-year-old pupils) and primary (6- to 12-year-old pupils) schools in different locations in Spain, case studies were developed to examine participation and community building in the context of each case. Data, including recordings of focus group sessions, were transcribed and analysed qualitatively, using content analysis techniques. Findings Across the four case studies, analysis suggested that, in a variety of ways, spaces and times were created for shared reflection, and participatory techniques generated creative forms available to the entire community to contribute to the analysis and transformation of practices. The findings indicated that PAR techniques had enabled a means of participation that led to a process of circulation and collective production of knowledge, allowing a rethinking of inclusion and territory. Conclusions : Our small scale, in-depth study highlights the implications of opening up participatory spaces with regard to the concept of community, social change and territory. This research may provide insights for future researchers and school communities with similar goals of changing educational practices to address participation from an inclusive and intercultural approach.","PeriodicalId":47607,"journal":{"name":"Educational Research","volume":"63 1","pages":"180 - 197"},"PeriodicalIF":3.5,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00131881.2021.1914514","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43034507","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-02DOI: 10.1080/00131881.2021.1871576
C. Stringher, Hugo Armando Brito Rivera, Salvatore Patera, Irene Silva Silva, Ana Castro Zubizarreta, Claudia Davis Leme, Daniela Torti, María Huerta, Francesca Scrocca
ABSTRACT Background: ‘Learning to Learn’ (L2L) is considered a key skill for the twenty-first century. It is understood here as a hyper-competence, which mobilises resources of the individual and/or groups in a sense-making effort to improve or update one’s own learning. By means of classroom assessment during the teaching-learning cycle, teachers can promote this competence in their daily practice. This paper focuses on the L2L–assessment relationship, presenting data from an international qualitative research project conducted in Brazil, Ecuador, Italy, Mexico, Spain and Uruguay from a comparative perspective. Purpose: The study sought to explore the relationship between teachers’ L2L conceptualisations and their assessments in a sample of preschool, primary and secondary school teachers. Key questions addressed were: how did interviewed teachers define L2L? What, if any, was the connection between teachers’ assessment methods and their own L2L definition? Methods: The analysis drew on data collected from 123 interviews with teachers, deploying a qualitative descriptive approach. L2L definitions were classified as broad or narrow according to Hounsell. A connection was assigned to each interview depending on whether teachers’ assessment and L2L responses included aspects related to L2L theory. Findings and conclusion: Around one-third of interviewees provided a definition of L2L consistent with the intended purposes of assessments that contribute to the development of L2L. Approximately one-fifth was classified with partial connection and almost half was classified as showing no connection. The L2L–assessment relationship is explored in terms of similarities and differences between countries. Overall, the study draws attention to the need for increasing teacher awareness of the L2L–assessment connection during initial and in-service teacher education, in order for teachers to develop assessment practices conducive to L2L.
{"title":"Learning to learn and assessment: Complementary concepts or different worlds?","authors":"C. Stringher, Hugo Armando Brito Rivera, Salvatore Patera, Irene Silva Silva, Ana Castro Zubizarreta, Claudia Davis Leme, Daniela Torti, María Huerta, Francesca Scrocca","doi":"10.1080/00131881.2021.1871576","DOIUrl":"https://doi.org/10.1080/00131881.2021.1871576","url":null,"abstract":"ABSTRACT Background: ‘Learning to Learn’ (L2L) is considered a key skill for the twenty-first century. It is understood here as a hyper-competence, which mobilises resources of the individual and/or groups in a sense-making effort to improve or update one’s own learning. By means of classroom assessment during the teaching-learning cycle, teachers can promote this competence in their daily practice. This paper focuses on the L2L–assessment relationship, presenting data from an international qualitative research project conducted in Brazil, Ecuador, Italy, Mexico, Spain and Uruguay from a comparative perspective. Purpose: The study sought to explore the relationship between teachers’ L2L conceptualisations and their assessments in a sample of preschool, primary and secondary school teachers. Key questions addressed were: how did interviewed teachers define L2L? What, if any, was the connection between teachers’ assessment methods and their own L2L definition? Methods: The analysis drew on data collected from 123 interviews with teachers, deploying a qualitative descriptive approach. L2L definitions were classified as broad or narrow according to Hounsell. A connection was assigned to each interview depending on whether teachers’ assessment and L2L responses included aspects related to L2L theory. Findings and conclusion: Around one-third of interviewees provided a definition of L2L consistent with the intended purposes of assessments that contribute to the development of L2L. Approximately one-fifth was classified with partial connection and almost half was classified as showing no connection. The L2L–assessment relationship is explored in terms of similarities and differences between countries. Overall, the study draws attention to the need for increasing teacher awareness of the L2L–assessment connection during initial and in-service teacher education, in order for teachers to develop assessment practices conducive to L2L.","PeriodicalId":47607,"journal":{"name":"Educational Research","volume":"63 1","pages":"26 - 42"},"PeriodicalIF":3.5,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00131881.2021.1871576","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46434383","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-02DOI: 10.1080/00131881.2021.1874248
T. Heng, Lynn Song, K. Tan
ABSTRACT Background Assessment for learning (AfL) discourses and practices have gained popularity globally, as educational policies and ideas are transferred across borders. An important area of investigation is how AfL may be construed and enacted differently, according to context. Purpose By examining how teachers in Singapore understand and use AfL – a core principle embedded within differentiated instruction – this study explores how context influences assessment, learning and teaching beliefs and practices. Method As part of a larger study of how 10 public school teachers in Singapore understand and use differentiated instruction, the research reported here adopted a qualitative approach to elucidate teachers’ lived experiences. Data, which were analysed thematically, included 10 questionnaires, 30 semi-structured interviews, 39 lesson observation logs and pre- and post-lesson observation interviews. Findings The analysis identified three themes: (i) teaching and learning for Assessment of Learning (AoL) rather than AfL, (ii) teacher-directed rather than learner-driven AfL practices and (iii) behaviourist approaches in teaching and assessment practices. The finding suggested that teachers in Singapore face tensions as personal beliefs and practices around teaching, learning and assessment collide and/or coexist with their sociocultural and educational contexts. Conclusions Rather than assuming that educational ideas like AfL are acontextual or represent a ‘best practice’ that transfers easily across countries, scholars, policymakers and educators would benefit from considering more fully how AfL is a ‘situated’ concept, and reflecting more deeply on the complex interplay between source and destination contexts.
{"title":"Understanding the interaction of assessment, learning and context: Insights from Singapore","authors":"T. Heng, Lynn Song, K. Tan","doi":"10.1080/00131881.2021.1874248","DOIUrl":"https://doi.org/10.1080/00131881.2021.1874248","url":null,"abstract":"ABSTRACT Background Assessment for learning (AfL) discourses and practices have gained popularity globally, as educational policies and ideas are transferred across borders. An important area of investigation is how AfL may be construed and enacted differently, according to context. Purpose By examining how teachers in Singapore understand and use AfL – a core principle embedded within differentiated instruction – this study explores how context influences assessment, learning and teaching beliefs and practices. Method As part of a larger study of how 10 public school teachers in Singapore understand and use differentiated instruction, the research reported here adopted a qualitative approach to elucidate teachers’ lived experiences. Data, which were analysed thematically, included 10 questionnaires, 30 semi-structured interviews, 39 lesson observation logs and pre- and post-lesson observation interviews. Findings The analysis identified three themes: (i) teaching and learning for Assessment of Learning (AoL) rather than AfL, (ii) teacher-directed rather than learner-driven AfL practices and (iii) behaviourist approaches in teaching and assessment practices. The finding suggested that teachers in Singapore face tensions as personal beliefs and practices around teaching, learning and assessment collide and/or coexist with their sociocultural and educational contexts. Conclusions Rather than assuming that educational ideas like AfL are acontextual or represent a ‘best practice’ that transfers easily across countries, scholars, policymakers and educators would benefit from considering more fully how AfL is a ‘situated’ concept, and reflecting more deeply on the complex interplay between source and destination contexts.","PeriodicalId":47607,"journal":{"name":"Educational Research","volume":"63 1","pages":"65 - 79"},"PeriodicalIF":3.5,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00131881.2021.1874248","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45032825","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-02DOI: 10.1080/00131881.2021.1876523
Lisa Kuhn, L. Fletcher, S. Bradshaw
ABSTRACT Background: The decline of young people’s wellbeing in the UK and elsewhere has become an increasing focus for attention. In this context, it is encouraging to note some evidence suggesting that participation in extracurricular activities may have potential to improve wellbeing. However, the considerable conceptual and methodological challenges involved in the measurement of constructs within this non-traditional assessment domain should be recognised. Purpose: Against this backdrop, we report on the development of a survey to measure the contribution of taking part in extracurricular activities on young people’s subjective wellbeing and associated soft skills. Methods: Participants (N = 4,638) were a sample of young people enrolled in a well-known extracurricular award programme in the UK: The Duke of Edinburgh’s Award (DofE). They completed a self-report survey which had been developed to address key areas relevant to the DofE and wellbeing, such as: resilience and overcoming adversity, confidence and self-esteem, and working with others and communication. Data were analysed quantitatively. Findings: Factor analysis confirmed a reliable three-factor structure of the measure, which produced patterns of results comparable to existing research on wellbeing. The identified factors were ‘General Wellbeing’, ‘Resilience and Confidence’, and ‘Communication (including Leadership and Teamwork)’. Participants largely reported that taking part in DofE activities had improved their wellbeing through increasing confidence, responsibility and their ability to face challenges. Conclusions: We suggest that both the survey outlined here and the process of development could be used to facilitate more reliable and valid measurements of wellbeing and related soft skills outside of traditional classroom settings. The findings, whilst relating here specifically to the DofE in the UK, will be of interest to policymakers, school leaders and educators internationally who are considering what young people need to build and maintain wellbeing, and thus thrive in life.
{"title":"Broadening assessable domains: Lessons learnt from the development of a wellbeing survey","authors":"Lisa Kuhn, L. Fletcher, S. Bradshaw","doi":"10.1080/00131881.2021.1876523","DOIUrl":"https://doi.org/10.1080/00131881.2021.1876523","url":null,"abstract":"ABSTRACT Background: The decline of young people’s wellbeing in the UK and elsewhere has become an increasing focus for attention. In this context, it is encouraging to note some evidence suggesting that participation in extracurricular activities may have potential to improve wellbeing. However, the considerable conceptual and methodological challenges involved in the measurement of constructs within this non-traditional assessment domain should be recognised. Purpose: Against this backdrop, we report on the development of a survey to measure the contribution of taking part in extracurricular activities on young people’s subjective wellbeing and associated soft skills. Methods: Participants (N = 4,638) were a sample of young people enrolled in a well-known extracurricular award programme in the UK: The Duke of Edinburgh’s Award (DofE). They completed a self-report survey which had been developed to address key areas relevant to the DofE and wellbeing, such as: resilience and overcoming adversity, confidence and self-esteem, and working with others and communication. Data were analysed quantitatively. Findings: Factor analysis confirmed a reliable three-factor structure of the measure, which produced patterns of results comparable to existing research on wellbeing. The identified factors were ‘General Wellbeing’, ‘Resilience and Confidence’, and ‘Communication (including Leadership and Teamwork)’. Participants largely reported that taking part in DofE activities had improved their wellbeing through increasing confidence, responsibility and their ability to face challenges. Conclusions: We suggest that both the survey outlined here and the process of development could be used to facilitate more reliable and valid measurements of wellbeing and related soft skills outside of traditional classroom settings. The findings, whilst relating here specifically to the DofE in the UK, will be of interest to policymakers, school leaders and educators internationally who are considering what young people need to build and maintain wellbeing, and thus thrive in life.","PeriodicalId":47607,"journal":{"name":"Educational Research","volume":"63 1","pages":"114 - 132"},"PeriodicalIF":3.5,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00131881.2021.1876523","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49004777","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-28DOI: 10.1080/00131881.2020.1864221
Masako Shinohara, Akira Horoiwa
ABSTRACT Background: The assessment of cross-curricular skills is gaining attention in many countries. In Japan, the ‘Information Literacy Survey for Upper Secondary Students’ (the ILSUS) was designed to measure information literacy through Computer-Based Testing (CBT). It was the first large-scale survey based on Item Response Theory (IRT) implemented by Japan’s Ministry of Education, Culture, Sports, Science and Technology (MEXT). Purpose: This paper reports on the history and development of the survey and discusses its findings. As ‘information literacy’ is a generic and cross-curricular ability, we measured cognitive ability relating to how information can be utilised for problem-solving. Main argument: We present some released survey items that were actually used in the ILSUS, to explain how the items covered three aspects of ‘information literacy’. Using proficiency levels, we discuss what the findings indicated about the features of the students’ ‘information literacy’: it was evident that, whilst many had the ability to deal with complex and large amounts of information, few were able to address unfamiliar contexts. Then, using questionnaire items from the ILSUS, we report how we determined that ‘information literacy’ was strongly associated with ‘student-teacher relationships’ and ‘meta-cognition’. Conclusion: This account of the ILSUS offers insight into how we measured information literacy and, more widely, the kinds of skills that Japanese education policy is trying to develop. In planning a new Information Literacy Survey (ILS), we will try to capture what has not been clarified yet, such as the trends in information literacy and differences between educational stages. It may ultimately become possible to specify, more clearly, the goals and teaching methods that should be aimed at in the acquisition and teaching of information literacy.
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Pub Date : 2020-12-14DOI: 10.1080/00131881.2020.1850207
A. Fletcher
ABSTRACT Background: On an annual basis, students across Australia in Years 3, 5, 7 and 9 are assessed on their literacy and numeracy skills via the National Assessment Program – Literacy and Numeracy (NAPLAN), with the student performance data used for purposes including national accountability. Purpose: Against this backdrop of large-scale national assessment, this practitioner-research case study explored the possibilities of using existing NAPLAN writing assessment rubrics as a basis for formative assessment purposes. Specifically, the aim was to galvanise and encourage a culture of self-assessment within one school, using the notion of intelligent accountability. Sample: Participants included seven teachers and 126 students in Years 2, 4 and 6 (students aged approximately 7, 9 and 11 years), at an independent school in Northern Territory, Australia. Design and methods: The data presented here derive from a larger study which aimed to explore ways in which assessment can be used to scaffold students’ ability to self-regulate their learning, as part of a classroom writing project. Data sources included planning templates, writing samples, interviews with students and teachers, and email correspondence with teachers. The data were analysed for emerging themes and interpreted within a framework of social cognitive theory. Findings: The analysis identified that students used the self-assessment process to set specific learning goals for developing a number of aspects of their writing. In terms of intelligent accountability, three elements of difference were distinguished: time, confidence and experience. Conclusions: The findings from this study highlight the crucial role of self-assessment within classroom practice. The researcher-practitioner self-assessment framework developed suggests the potential for utilising large-scale assessment rubrics as a basis for formative assessment activity.
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