A Framework for Evaluating and Planning Assessments Intended to Improve Student Achievement

Assessments labeled as formative have been offered as a means to improve student achievement. But labels can be a powerful way to miscommunicate. For an assessment use to be appropriately labeled "formative," both empirical evidence and reasoned arguments must be offered to support the claim that improvements in student achievement can be linked to the use of assessment information. Our goal in this article is to support the construction of such an argument by offering a framework within which to consider evidence-based claims that assessment information can be used to improve student achievement. We describe this framework and then illustrate its use with an example of one-on-one tutoring. Finally, we explore the framework's implications for understanding when the use of assessment information is likely to improve student achievement and for advising test developers on how to develop assessments that are intended to offer information that can be used to improve student achievement.     

Brains on the Table: Diagnostic and formative assessment through observation

The majority of assessment in secondary schools in England and Wales is summative both in nature and purpose but as a tool for learning, assessment must be a dynamic dialogue between teacher and pupil which influences future teaching and learning activities. Diagnostic assessment of pupils is constrained by the nature of the tasks in which they are asked to engage. This paper describes the use of 'mysteries' as an enjoyable assessment tool which provides evidence of pupils' cognitive processes through the observation and analysis of pupils' manipulation of data slips to solve the mystery. Stages in this process are identified and their resemblance to the structure of the observed learning outcome (SOLO) taxonomy is established. A diagnostic interpretation of the difficulties pupils may be observed to encounter is suggested and appropriate formative action is outlined. Finally, the collaborative nature of learning and the validity of mysteries as assessment tools are discussed.     

Books,Bytes, and Buildings: The Academic Library's Unique Role in Improving Student Success

Student persistence and completion are paramount in higher education, and institutions are employing targeted programs and initiatives to address these concerns. The academic library can play an especially important role in these efforts, given its unique interdisciplinary mission and its integrated instructional programs. With a foundation in both higher education and library and information science literatures, this article describes how one academic library engaged in cross-campus programs, partnerships, and initiatives to contribute to student success efforts. Other libraries may find these examples useful as they consider how to frame their work in the context of their institutions’ student persistence efforts.     

Using Historical Nonfiction and Literature Circles to Develop Elementary Teachers’ Nature of Science Understandings

Explicit instruction of the nature of science (NOS) may be problematic if the NOS is portrayed as either a solely a cognitive or discursive endeavor, overlooking other aspects of epistemology, such as aesthetic ways of knowing. Here the aesthetic stance refers to individual’s responses during reading as they create links between the text and their own lives, prompting personal and emotional connections. From an aesthetic orientation, exploring historical nonfiction science texts via literature circles allows alternative possibilities for participants to create personal connections to the NOS. This article presents practical techniques and theoretical rationales for teaching the NOS using literature circles and concluding thoughts regarding narrative pedagogy and research possibilities associated with this instructional approach in elementary science teacher education.     

Learning in professional practice schools: Beyond clinical experiences and teacher workshops

Over the past two years, Florida State University's Science Education Program and Sabal Palm Elementary have collaborated to develop a PPS. The formation of the Sabal Palm PPS was not based upon a predetermined design nor has one group served as an authority to direct how the PPS ought to operate. The success of this model relies on PPS participants working collaboratively to establish goals and plans for actions to be taken to support teacher-learning. The Sabal Palm PPS continues to evolve as dynamic model for creating a center for teacher and student learning. The purpose of this paper is to discuss our involvement in the formation a PPS and implications for enhancing teacher education programs. Specializations: professional practice school development, teacher research, primary science education Specializations: environmental science, primary science education.     

Self‐Efficacy of First‐Generation and Non‐First‐Generation College Students: The Relationship With Academic Performance and College Adjustment

The authors examined whether self‐efficacy mediated the relationship between generational status and 2 academic outcome indicators of 192 college students. A mediation effect was not found with either academic performance or college adjustment. However, high self‐efficacy at the beginning of the year predicted better college adjustment at the end of the 1st year. For college students in general, high self‐efficacy was related to better college adjustment. Recommendations for counselors are discussed.     

Changing What Is Taught: Hearing the Voices of the Underrepresented

A major challenge facing institutions today is determining the role of multiculturalism in the curriculum. Institutions that decide to incorporate multicultural perspectives into the general education curriculum will face a long and complex process. In 1991, policy makers at Florida State University made the decision to require all students to take multicultural courses to fulfill general education requirements. This article provides insight into the challenges that institutional policy makers face as they seek to change the curriculum to include the voices of those previously underrepresented.     

The non‐fiction reading habits of young successful boy readers: forming connections between masculinity and reading

The reading experiences of six young successful boy readers were studied over a two‐year period. In this article, their non‐fiction reading is analysed and ways in which the boys make positive connections between masculinity and reading are identified. The boys' non‐fiction reading centres on typical boy interest areas and hobbies (for example, football, space, dinosaurs) and, through their reading, they have become experts on these areas. This has earned them respect from their peers, particularly other boys, and a high status, hegemonic masculine identity in the classroom. Thus, for this group of boys, unlike many other boys, masculinity and reading are compatible; in this particular version of masculinity, reading is a desirable pursuit.