FROM PISA TO EDUCATIONAL STANDARDS: THE IMPACT OF LARGE-SCALE ASSESSMENTS ON SCIENCE EDUCATION IN GERMANY

The German education system does not traditionally rely on standardized testing. However, when the Programme for International Student Assessment (PISA) study revealed an average performance of German students compared to other participating countries, a particular proportion of low-performing students, and remarkable disparities between the federal states, German policy makers decided for a major reform of the education system. A core piece of this reform was the introduction of National Education Standards. For science education, these standards were heavily influenced by the PISA results and its underlying framework. That is, with the standards, a paradigm shift took place from the German notion of Bildung towards the Anglo-American notion of literacy. With the introduction of these standards, a new field of empirical educational research was created: research on models of scientific literacy or competency models as a basis of benchmarking the standards. This article describes the German education system before PISA, summarizes the major findings from PISA, and describes how these findings informed the formulation of the performance standards for science education. It also details the measures undertaken to benchmark these standards. Finally, it provides insight into the issues with developing and benchmarking performance standards and points out future areas of research on evidence-based decision making in educational policy.     

Fatigue-related changes in technique emerge at different timescales during repetitive training

Training consisting of numerous repetitions performed as closely as possible to ideal techniques is common in sports and every-day tasks. Little is known about fatigue-related technique changes that emerge at different timescales when repeating complex actions such as a karate front kick. Accordingly, 15 karatekas performed 600 kicks (1 pre-block and 9 blocks). The pre-block comprised 6 kicks (3 with each leg) at maximum intensity (K-100%). Each block comprised 60 kicks (10 with each leg) at 80% of their self-perceived maximum intensity (K-80%) plus 6 K-100%. In between blocks, the participants rested for 90 seconds. Right leg kinematics (peak joint angles, peak joint angular velocities, peak joint linear resultant velocities, and time of occurrence of peaks) and kick duration corresponding to the K-80% were measured resulting in numerous variations with fatigue. At the timescale of tens of seconds, the changes involved variables that were related to velocity of execution (slowed down), while variables related to movement form were hardly affected. At the timescale of tens of minutes, the opposite results were observed. These findings challenge the long-standing rationale underlying repetitive training, suggesting instead that such involuntary variations in technique might play a crucial role in motor skill training     

Relationships between performance test and match-related physical performance parameters

Background

The purpose of this study was to analyze the relationship between performance test parameters and match-related physical performance in professional soccer players.

Methods

To determine physical capacity, 28 male soccer players underwent several performance tests at the start of the seasons 2013/2014, 2014/2015, and 2015/2016. The following parameters were assessed: maximum running velocity (v_max), fixed (v_4mmol/l) and individual anaerobic threshold (v_IAS) during an incremental treadmill test; 30-m sprint time in a linear sprint test (LS_30m); in a repeated-sprint test, the 30-m sprint time (RST_30m) and performance decrement (RST_decr); and countermovement jump height (CMJ). Match physical performance was quantified during the first ten official matches of each season using a computerized, camera-based tracking system. The following measures of match physical performance were considered: top running speed (TS), mean running speed (v_Ø), total distance covered (TD), number of sprints (SP), number of high-intensity running (HIR), and aerial duels won (AD+). Pearson correlation coefficients were used for statistical analysis.

Results

Moderate to very large correlations were found between the majority of performance test parameters and match performance variables, with a variability of correlations across the three seasons. Large relationships across all three seasons were only observed between v_max and TD, v_max and v_Ø, LS_30m and TS as well as RST_30m and TS.

Conclusion

This study demonstrates the relationship between several performance test parameters and match-related physical performance in professional soccer players, thereby supporting the test parameters’ criterion validity. v_max, LS_30m, and RST_30m seem to be the most consistent parameters.

     

Feasibility for the Use of a Standardized Fitness Testing Protocol Among Australian Fitness Industry Professionals

Purpose: There is currently no standardized testing protocol for assessing clients’ fitness/health within the Australian fitness industry. This study examined the perceptions of the feasibility of using a standardized testing protocol among Australian fitness industry professionals. Method: In 2014, 1,206 registered fitness industry professionals (aged 17–69 years) completed an online survey. Perceived feasibility for using a standardized testing protocol was assessed based on responses to 6 items. Respondents were classified as having a high level of perceived feasibility if they reported all 6 items to be “definitely feasible.” A multivariate logistic regression analysis, adjusting for demographic and fitness industry-related factors (e.g., qualification/years of experience), assessed the likelihood of having a high level of perceived feasibility. Results: Overall, 25.5% (95% CI [23.1%, 28.0%]) of the sample perceived the use of a standardized testing protocol as highly feasible. Items ranked most often as “definitely feasible” were “undertaking training to use the protocol” (55%) and “conducting follow-up testing every 6 to 12 weeks” (52%). After adjustment for the effect of confounding factors, casually employed professionals (OR = 0.63; 95% CI [0.45, 0.90]) and group instructors (OR = 0.58; 95% CI [0.41, 0.82]) were less likely to perceive standardized testing protocols as highly feasible. Conclusions: Among a large sample of Australian fitness industry professionals, slightly more than a quarter perceived using a standardized testing protocol to be highly feasible. Group instructors and casual employees perceived lower feasibility. Further research should determine the barriers to implementing a standardized testing protocol across the fitness industry.     

A comparison of anthropometric and training characteristics of Ironman triathletes and Triple Iron ultra-triathletes

Abstract

We examined differences in anthropometry and training between 64 Triple Iron ultra-triathletes competing over 11.4 km swimming, 540 km cycling, and 126.6 km running, and 71 Ironman triathletes competing over 3.8 km swimming, 180 km cycling, and 42.2 km running. The association of anthropometry and training with race time was investigated using multiple linear regression analysis. The Triple Iron ultra-triathletes were smaller (P < 0.05), had shorter limbs (P < 0.05), a higher body mass index (P < 0.05), and larger limb circumferences (P < 0.01) than the Ironman triathletes. The Triple Iron ultra-triathletes trained for more hours (P < 0.01) and covered more kilometres (P < 0.01), but speed in running during training was slower compared with the Ironman triathletes (P < 0.01). For Triple Iron ultra-triathletes, percent body fat (P = 0.022), training volume per week (P < 0.0001), and weekly kilometres in both cycling (P < 0.0001) and running (P < 0.0001) were related to race time. For Ironman triathletes, percent body fat (P < 0.0001), circumference of upper arm (P = 0.006), and speed in cycling training (P = 0.012) were associated with total race time. We conclude that both Triple Iron ultra-triathletes and Ironman triathletes appeared to profit from low body fat. Triple Iron ultra-triathletes relied more on training volume in cycling and running, whereas speed in cycling training was related to race time in Ironman triathletes.     

Effect of sand versus grass training surfaces during an 8-week pre-season conditioning programme in team sport athletes

Abstract

This study compared the use of sand and grass training surfaces throughout an 8-week conditioning programme in well-trained female team sport athletes (n = 24). Performance testing was conducted pre- and post-training and included measures of leg strength and balance, vertical jump, agility, 20 m speed, repeat speed (8 × 20 m every 20 s), as well as running economy and maximal oxygen consumption (VO_2max). Heart rate (HR), training load (rating of perceived exertion (RPE) × duration), movement patterns and perceptual measures were monitored throughout each training session. Participants completed 2 × 1 h conditioning sessions per week on sand (SAND) or grass (GRASS) surfaces, incorporating interval training, sprint and agility drills, and small-sided games. Results showed a significantly higher (P < 0.05) HR and training load in the SAND versus GRASS group throughout each week of training, plus some moderate effect sizes to suggest lower perceptual ratings of soreness and fatigue on SAND. Significantly greater (P < 0.05) improvements in VO_2max were measured for SAND compared to GRASS. These results suggest that substituting sand for grass training surfaces throughout an 8-week conditioning programme can significantly increase the relative exercise intensity and training load, subsequently leading to superior improvements in aerobic fitness.     

The influence of test-based accountability policies on teacher stress and instructional practices: a moderated mediation model

The present study examined the use of student test performance for merit pay and teacher evaluation as predictive of both educator stress and counterproductive teaching practices, and the moderating role of perceived test value. Structural equation modelling of data from a sample of 7281 educators in a South-eastern state in the United States supported the hypothesis that educators who perceived the test as an invalid measure of teaching effectiveness were more likely to report high levels of test stress and to use counterproductive teaching practices, including fear appeals, in an attempt to motivate students for test-taking. This study provides initial evidence for the hypothesised relationships of test-based accountability policy with teacher mental health and instructional practices. Implications for research and practice are discussed.     

How Risky Are One-Shot Cross-Sectional Assessments of Undergraduate Students?

The purpose of this study was to explore the extent of possible input bias associated with the rapidly growing use by colleges and universities of one-time cross-sectional assessments of students. The results presented in this study demonstrate that cross-sectional assessments of enrolled college students are very difficult to interpret because they inevitably reflect characteristics of the same students when they first entered college. For those forms of engagement that have to do with how students allocate their time, it appears that the majority of variation among institutions is attributable to entering freshman characteristics rather than to institutional policies or practices. Thus, rather than relying solely on student outcome data, institutions should ideally also collect pretest or input information from the same students when they first matriculate.     

Interest Assessment and the Content Area Literacy Environment: Challenges for Research and Practice

Through our exploration of the assessment of interest, we highlight 5 issues that emerge in the effort to assess interest in content area literacy environments. First, we compare how interest is defined and generally how it has been assessed. Second, we focus more specifically on the assessment of text-based interest, and consider its assessment in less explored realms of the content area classroom that include hypertext and discussions. Third, we investigate how interest develops as students progress through their educational careers and how it is maintained over time. Fourth, we explore how assessing interest involves examining other student factors that are closely related to interest such as knowledge, importance, and strategic processing. Finally, we offer thoughts regarding directions educators can take in assessing interest within the complex literacy environment of today's content area classroom.