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Descriptors:
Teacher Effectiveness; Program Effectiveness; Teaching Methods; Preservice Teacher Education; Teacher Education Programs; Video Technology; Preservice Teachers; Student Evaluation; Knowledge Base for Teaching; Regression (Statistics); Trend Analysis; Predictor Variables; Evaluation Methods

Abstract:
The Video Assessment of Interactions and Learning (VAIL), a video-based assessment of teacher understanding of effective teaching strategies and behaviors, was administered to preservice teachers. Descriptive and regression analyzes were conducted to examine trends among participants and identify predictors at the individual level and program level. Results from this study demonstrate that a standardized assessment used previously with in-service teachers can be implemented in a teacher education program. Analysis shows variability in preservice abilities to detect effective teaching strategies and behaviors that is partially explained by teacher education program factors. (Contains 2 figures and 7 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Rating Scales; Student Attitudes; Classroom Environment; Mathematics Instruction; Mathematics Anxiety; Correlation; Gender Differences; High School Students; Student Evaluation

Abstract:
We investigated relationships between the learning environment and students' mathematics anxiety, as well as differences between the sexes in perceptions of learning environment and anxiety. A sample of 745 high-school students in 34 different mathematics classrooms in four high schools in Southern California was used to cross-validate the What Is Happening In this Class? (WIHIC) learning environment instrument, together with an updated Revised Mathematics Anxiety Rating scale. Mathematics anxiety was found to have two factorially-distinct dimensions (namely, learning mathematics anxiety and mathematics evaluation anxiety) which yielded different patterns of results for sex differences and anxiety-environment associations. Relative to males, females perceived a more positive classroom environment and more anxiety about mathematics evaluation, but less anxiety about mathematics learning. Some statistically significant associations were found between anxiety and learning environment scales for learning mathematics anxiety but not for mathematics evaluation anxiety. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Student Evaluation; Evaluation Methods; Educational Testing; Testing Programs; Educational Change; Foreign Countries; College Bound Students; College Entrance Examinations; Secondary School Students

Abstract:
It is time to replace the examination regime at 16 and 18 by something more appropriate. The coalition government has been solidifying its place by its Baccalaureate reforms at both ages, but this is a move in quite the wrong direction. Whatever the wider purposes that the examination system may serve, its core aim is to find out how well students are faring in their learning. The author argues that the examination regime has many faults, among them financial, psychological, sociological and ethical. It also has epistemological deficiencies. These are more serious in that they strike at the heart of what examining is supposed to be. As the people have seen, a fundamental problem with public examinations is that candidates are only numbers. If the basic reason for assessing students is to find out how well they are doing, for all but more rule-bound achievements assessors have to know something about examinees' wider intellectual and perhaps ethical or aesthetic horizons. And for that, assuming, rightly, that they lack extensive written evidence of this, they need personal contact with those being tested. This all points to school-based, rather than nation-wide, assessments. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
High Schools; Public Schools; Research Skills; Career Readiness; College Readiness; Technology Uses in Education; Portfolios (Background Materials); Electronic Publishing; Communities of Practice; Student Evaluation

Abstract:
An estimated 99% of the U.S. population understands that "teaching and learning 21st century skills are very important to the country's future economy", while 80% of those surveyed understand that "the things students need to learn in school today are different than they were 20 years ago". This study also showed that 88% of of the respondents understand that "21st century skills are important for schools to teach". Keeping these data in mind, one must not be surprised when employers see Oral Communication, Collaboration, Professional Work Ethic, Written Communications and Critical Thinking/Problem Solving as the most important skills for new hires in the coming years. In this article, the authors provide instruction and professional development as the Library Team at Skyline High School in Ann Arbor, Michigan. They provide examples of the types of technology skills that academic librarians might expect to see as students move from high school to a higher education setting. Academic librarians may find it useful to consider programs like this one while they develop and plan services that revolve around the use of technology. (Contains 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Standard Setting (Scoring); Criterion Referenced Tests; Benchmarking; Student Evaluation; College Bound Students; Student Placement; Racial Segregation; Politics; Social Environment; Educational History; Attitudes; Foreign Countries

Abstract:
Criterion-referenced assessments have become more common around the world, with performance standards being set to differentiate different levels of student performance. However, use of standard setting methods developed in the United States may be complicated by factors related to the political and educational contexts within another country. In this article, experience gained from conducting several standard setting studies in South Africa is shared. The legacy of the apartheid era, in which segregation and discrimination were institutionalized, affects the attitudes of South Africans toward assessment and placing students into performance levels. These issues played out as panelists were asked to make judgments related to students' likely performance in higher education. Although the instantiation of panelists' reluctance to label students may be different in South Africa compared to the United States or other countries, lessons can be learned about how the effects of these beliefs and anxieties may be addressed during standard setting activities. (Contains 1 figure, 3 tables and 2 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Factor Analysis; Grades (Scholastic); Student Characteristics; Undergraduate Students; Undergraduate Study; Teacher Attitudes; Educational Practices; Teacher Surveys; Interdisciplinary Approach; Beliefs; Student Participation; Attendance; Grading; Evaluation Criteria; Student Evaluation

Abstract:
The author explores an assumption evident in the literature that "most" college instructors grade participation in undergraduate courses. Instructors (N = 521) at a large, northeastern university were surveyed regarding their attitudes and practices in grading participation in undergraduate courses. A survey instrument was developed for the purpose of this study and subjected to principal components analysis. This instrument yielded seven subscales of acceptable reliability (Cronbach's alpha greater than or equal to 0.70), three of which are the focus of this article. Results suggest that the majority of instructors across disciplines do incorporate a "participation" factor into students' final course grades. Course level is not a significant correlate, but some differences may be observed by discipline. Underlying instructor beliefs are examined, and implications and future directions for research are discussed. (Contains 1 figure and 7 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Program Effectiveness; Motivation; Incentives; School Personnel; Measures (Individuals); Educational Change; High Schools; Structured Interviews; Sustainability; Student Evaluation; Case Studies; Urban Schools; High School Students; Decision Making; Student Improvement; Urban Education; Student Attitudes

Abstract:
The purpose of this case study was to discover the critical attributes of a student achievement program, known as "Think Gold," implemented at one urban comprehensive high school as part of the improvement process. Student achievement on state assessments improved during the period under study. The study draws upon perspectives on motivation as a lens for understanding the attributes of the program. The theoretical framework guiding this study emerged from a convergence of literature on high school improvement and studies on the use of extrinsic motivation to promote student achievement. These studies revealed a gap between the goals promoted for improved student outcomes and the performance results from non-consequential, large-scale assessments. Data sources included structured interviews with school personnel and students, achievement data from 2009-2011, and survey results, which were analyzed to construct a case narrative. Critical attributes of the achievement program were distilled, including the differentiated incentive system, sustainability, and personalized meaning for students between state assessments and their decision-making. This study is not an evaluation of the program, but the discussion offered of the use of extrinsic motivation to promote student achievement may prove beneficial. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Logical Thinking; Student Evaluation; Inferences; Trust (Psychology); Foreign Countries; Grading; Tests; Interrater Reliability; Evaluators; Teachers; Research Methodology; Rating Scales; Comparative Analysis

Abstract:
In the Swedish educational system, teachers have the dual responsibility of assigning final grades and marking their own students' national tests. The Government has mandated the Swedish Schools Inspectorate to remark samples of the national tests to see if teacher marking can be trusted. Reports from this project have concluded that intermarker consistency is low and that teachers' markings are generous as compared to those of the external markers. These findings have been heavily publicized, leading to distrust in teachers' assessments. In the article, we analyze and discuss the remarking studies from methodological as well as substantive angles. We conclude that the design applied in the reanalysis does not allow inferences about bias in marking across schools or teachers. We also conclude that there are several alternative explanations for the observation that teacher marks are higher than the external marks: The external markers did not form a representative sample, they read copies with sometimes marginal legibility, and they used a different scale for marking than the teachers had used. The results are thus not as clearcut as suggested by the reports and media releases, which is because a school inspections logic rather than a research logic was applied in designing, conducting, and reporting the studies. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Change; Art Education; Educational Policy; Advocacy; Neurosciences; Creativity; Alternative Teacher Certification; Student Evaluation; Teacher Evaluation; Charter Schools; Economic Climate; Technological Advancement; Educational Research; National Competency Tests; Academic Standards; State Standards; Skills; Federal Legislation; Educational Legislation; At Risk Students; Preservice Teacher Education; Curriculum Development; Faculty Development

Abstract:
The field of education in the United States is in a period of unprecedented change. Educators in all disciplines are challenged to understand and respond to the waves of reform sweeping over the national education landscape. Linking these reforms to meaningful outcomes that will produce more rigorous and effective measures of quality and performance in our schools is an ongoing goal for all educators as they work to respond to calls for educational reform. Changes in the general field of education have direct implications for arts education policy and practice. Arts educators find themselves in the position of making sense of these landmark reforms and changes in the context of arts education and determining what courses of action and responses they should pursue on the road to meaningful reform. This report provides an overview of a selected number of contemporary developments in the general field of education, brief summaries of consequential studies and education-related reports, and an examination of some policy issues these developments and reports raise for arts educators as they work to shape the future landscape of arts education. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Music; Student Evaluation; Music Education; Academic Standards; Music Techniques; Evaluation Methods; Debate; Advocacy; Audience Awareness; Values; Persuasive Discourse

Abstract:
Assessment is essential to all forms of work in the arts. Successful arts assessment concepts, patterns, and methods have evolved over many centuries. They are inherent in all arts teaching and central to art-making at all levels of proficiency and sophistication. And they work: achievements in the arts are among the highest in civilization. At present, these arts-based systems of assessment are increasingly pursued in a problematic context. Regnant assessment values and systems are often so highly technocratic, so narrowly focused on what can be counted easily, and so prosaically engineered for application on a massive scale that they are incompatible with the nature of arts assessment and regularly discount its value and its results. Means for responding and acting are needed that preserve the fundamental nature of arts teaching and learning. There are ways for those professionally concerned about the arts and arts teaching to reaffirm and rearticulate essential principles of artistic evaluation and, in the present environment, pursue applications of those principles in various forms of evaluation. Reaffirmation, rearticulation, and pursuit must be deeply rooted in an understanding of why these principles are essential for the progress of the arts disciplines and for arts-centered student learning. Such reaffirmation, rethinking, and rearticulation can establish the basis for explaining arts principles, achievements, and methods to others; debating when necessary; and ensuring the preservation of conditions that encourage the effective incorporation of new findings or capabilities in assessment into the ever-evolving assessment and evaluation systems developed by and suitable for the arts in ways that are compatible with their nature and the integrity of their practice. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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