Pub Date : 2021-01-01DOI: 10.53841/bpsadm.2021.13.1.37
V. Brooks
{"title":"Dark Matters: Identifying children and young people with undiagnosed language difficulties","authors":"V. Brooks","doi":"10.53841/bpsadm.2021.13.1.37","DOIUrl":"https://doi.org/10.53841/bpsadm.2021.13.1.37","url":null,"abstract":"","PeriodicalId":91054,"journal":{"name":"Assessment & development matters","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71055038","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-01DOI: 10.53841/bpsadm.2021.13.4.36
H. McCredie
{"title":"Explorers of implicit motivation 8: A critical look at the Leadership Motive Pattern (LMP)","authors":"H. McCredie","doi":"10.53841/bpsadm.2021.13.4.36","DOIUrl":"https://doi.org/10.53841/bpsadm.2021.13.4.36","url":null,"abstract":"","PeriodicalId":91054,"journal":{"name":"Assessment & development matters","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71055862","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-01DOI: 10.53841/bpsadm.2021.13.4.18
Roxane L. Gervias
{"title":"Back to basics: Assessing leadership style using a standardised format","authors":"Roxane L. Gervias","doi":"10.53841/bpsadm.2021.13.4.18","DOIUrl":"https://doi.org/10.53841/bpsadm.2021.13.4.18","url":null,"abstract":"","PeriodicalId":91054,"journal":{"name":"Assessment & development matters","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71055285","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this case study, we follow the career of one student teacher (Ellen) from her pre-service training to her first year as a mathematics teacher. As part of a research project about what it means to become a mathematics teacher, the aim of the study was to gain insight into the development of formative assessment competence. To accomplish this, we used data from video-recorded lessons and audio-recorded conversations to depict changes in classroom practice and reflections on that practice during the study. Our findings show that Ellen made incremental changes in her classroom practice and that these had an impact on classroom interaction, formative assessment processes, and student involvement in those processes. Corresponding changes were identified in Ellen’s reflections, which also indicated that she increased her insight into formative assessment. We discuss our findings in relation both to what it means to become a mathematics teacher and to the development of formative assessment competence.
{"title":"Changes in the use of and reflections on formative assessment: From student teacher to beginning mathematics teacher—a case study","authors":"C. Andersson, Eva-lena Erixson","doi":"10.18296/am.0049","DOIUrl":"https://doi.org/10.18296/am.0049","url":null,"abstract":"In this case study, we follow the career of one student teacher (Ellen) from her pre-service training to her first year as a mathematics teacher. As part of a research project about what it means to become a mathematics teacher, the aim of the study was to gain insight into the development of formative assessment competence. To accomplish this, we used data from video-recorded lessons and audio-recorded conversations to depict changes in classroom practice and reflections on that practice during the study. Our findings show that Ellen made incremental changes in her classroom practice and that these had an impact on classroom interaction, formative assessment processes, and student involvement in those processes. Corresponding changes were identified in Ellen’s reflections, which also indicated that she increased her insight into formative assessment. We discuss our findings in relation both to what it means to become a mathematics teacher and to the development of formative assessment competence.","PeriodicalId":91054,"journal":{"name":"Assessment & development matters","volume":"22 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78248613","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-01DOI: 10.53841/bpsadm.2021.13.1.12
Larissa Dalgarno, Peter Cartlidge, Jo Kandola, Stuart Duff
{"title":"The impact of the ‘furlough’ scheme on employee engagement","authors":"Larissa Dalgarno, Peter Cartlidge, Jo Kandola, Stuart Duff","doi":"10.53841/bpsadm.2021.13.1.12","DOIUrl":"https://doi.org/10.53841/bpsadm.2021.13.1.12","url":null,"abstract":"","PeriodicalId":91054,"journal":{"name":"Assessment & development matters","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71055167","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-01DOI: 10.53841/bpsadm.2021.13.2.7
A. Potter, Jessica Nelkin
{"title":"Learning how to bounce back: Does age and experience impact resilience?","authors":"A. Potter, Jessica Nelkin","doi":"10.53841/bpsadm.2021.13.2.7","DOIUrl":"https://doi.org/10.53841/bpsadm.2021.13.2.7","url":null,"abstract":"","PeriodicalId":91054,"journal":{"name":"Assessment & development matters","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71055650","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The Integrated Quality Assessment (IQA) in China is an officially mandated system that uses student self-assessment in addition to information provided by tests and examinations and other sources to make judgements about student achievement across a range of qualities. Officially, this system of assessment serves two purposes: to help students become more aware of their strengths and weaknesses and to provide summative scores and grades that are used to allocate scholarships and other valued outcomes. The small-scale exploratory study reported in this article investigated People’s Republic of China (PRC) students’ experiences and perceptions of IQA and self-assessment within the IQA system. Fifteen Chinese students studying at a New Zealand university who had the experience of IQA self-assessment in their undergraduate degrees participated in individual semistructured interviews. Findings highlighted how, when individuals perceived IQA self-assessment as low stakes, they went through the motions without any deep engagement, while those who perceived the same situation as high stakes did whatever was deemed necessary to achieve their goals. For this latter group of students, IQA self-assessment encouraged, reinforced, and rewarded less-than-honest and inaccurate self-evaluations, calling into question the validity of IQA and self-assessment within this system.
{"title":"How Chinese higher education students perceive and engage in self-assessment within the Integrated Quality Assessment (IQA) system: Threats to the validity of IQA self-assessment","authors":"Tianxin Li, E. Hawe, Gavin Brown","doi":"10.18296/am.0050","DOIUrl":"https://doi.org/10.18296/am.0050","url":null,"abstract":"The Integrated Quality Assessment (IQA) in China is an officially mandated system that uses student self-assessment in addition to information provided by tests and examinations and other sources to make judgements about student achievement across a range of qualities. Officially, this system of assessment serves two purposes: to help students become more aware of their strengths and weaknesses and to provide summative scores and grades that are used to allocate scholarships and other valued outcomes. The small-scale exploratory study reported in this article investigated People’s Republic of China (PRC) students’ experiences and perceptions of IQA and self-assessment within the IQA system. Fifteen Chinese students studying at a New Zealand university who had the experience of IQA self-assessment in their undergraduate degrees participated in individual semistructured interviews. Findings highlighted how, when individuals perceived IQA self-assessment as low stakes, they went through the motions without any deep engagement, while those who perceived the same situation as high stakes did whatever was deemed necessary to achieve their goals. For this latter group of students, IQA self-assessment encouraged, reinforced, and rewarded less-than-honest and inaccurate self-evaluations, calling into question the validity of IQA and self-assessment within this system.","PeriodicalId":91054,"journal":{"name":"Assessment & development matters","volume":"22 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82034165","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Cognisant of the benefits and shortcomings of peer review in the enhancement of student learning, the current study investigated how Year 12 students engaged in this activity. Specifically, attention has been paid to how 14 secondary school statistics students experienced peer review, their perceptions of the value of feedback, and the conditions that supported or detracted from their engagement in the review process. Datasets comprised individual semistructured and focus group interviews, with students and classroom observations. Of note was the differential engagement of students when participating in peer review in formal, teacher-driven and informal, student-created settings and their reasoning for doing so. In order to mitigate student reluctance to engage in formal, teacher-driven peer review opportunities, recommendations are made in relation to the creation of alternative learning spaces that have the potential to facilitate student willingness to access their peers as learning and instructional resources.
{"title":"Teacher-driven versus student-initiated peer review: A story of differential student engagement","authors":"Christopher Niles, Helen Dixon, E. Hawe","doi":"10.18296/am.0051","DOIUrl":"https://doi.org/10.18296/am.0051","url":null,"abstract":"Cognisant of the benefits and shortcomings of peer review in the enhancement of student learning, the current study investigated how Year 12 students engaged in this activity. Specifically, attention has been paid to how 14 secondary school statistics students experienced peer review, their perceptions of the value of feedback, and the conditions that supported or detracted from their engagement in the review process. Datasets comprised individual semistructured and focus group interviews, with students and classroom observations. Of note was the differential engagement of students when participating in peer review in formal, teacher-driven and informal, student-created settings and their reasoning for doing so. In order to mitigate student reluctance to engage in formal, teacher-driven peer review opportunities, recommendations are made in relation to the creation of alternative learning spaces that have the potential to facilitate student willingness to access their peers as learning and instructional resources.","PeriodicalId":91054,"journal":{"name":"Assessment & development matters","volume":"2 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73925691","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-01DOI: 10.53841/bpsadm.2021.13.4.28
N. Evans, Laura Devlin
{"title":"Survey of UK attitudes to tests and testing 2021 – Summary findings","authors":"N. Evans, Laura Devlin","doi":"10.53841/bpsadm.2021.13.4.28","DOIUrl":"https://doi.org/10.53841/bpsadm.2021.13.4.28","url":null,"abstract":"","PeriodicalId":91054,"journal":{"name":"Assessment & development matters","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71055399","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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