Science Teachers’ Use of a Concept Map Marking Guide as a Formative Assessment Tool for the Concept of Energy

In this study, we investigated the value of a concept map marking guide as an alternative formative assessment tool for science teachers to adopt for the topic of energy. Eight high school science teachers marked students’ concept maps using an itemized holistic marking guide. Their marking was compared with the researchers’ marking and the scores of a multiple-choice diagnostic test. Statistical analysis revealed that teachers evaluated students’ concept maps consistently, but the concept map scores were only mildly correlated with the multiple-choice test scores. We explored what each assessment method revealed in terms of students’ understanding with one student’s performance as a showcase. Teachers’ views on using the marking guide of concept maps as an assessment tool were also included. We discuss the value of the concept map marking guide as a formative assessment tool for science teachers to create and modify in order to encourage students’ conceptual learning.     

Exploring the influence of learners’ personal traits and perceived course characteristics on online interaction and engagement

Educational technology research and development - One of the most pressing issues in online learning systems that have contributed to the failure of online education and student dropout is the lack...     

THE EMERGENCE OF DISTRIBUTED LEADERSHIP IN EDUCATION: WHY NOW?

ABSTRACT:  The recent emergence of distributed leadership has been very marked. In England, it has received official endorsement. But the evidence-base which supports this endorsement is weak: there is little evidence of a direct causal relationship between distributed leadership and pupil attainment.What therefore might explain its rise to prominence? Here three possible explanations are considered: first, it accords with the contemporary reform of the public services; second, it is legitimated by an appeal to a culture wherein all categories and classifications are rendered increasingly permeable; and third, it is regarded as functional for the 'new work order'.     

Pupils’ Subject Preferences at Key Stage 3 in South Wales

The perceptions of pupils towards the foundation subjects of English, mathematics, science and technology were determined by structured interviews. The pupils were selected by their responses to a Likert‐type attitude scale previously administered; pupils were banded from the results of the scale into one of three bands: those with positive attitudes, neutral attitudes and negative attitudes towards the subjects under study. Approximately 48 pupils per subject were interviewed for each of the subjects, representing 4.5% of the original survey sampled in the previous research. The results of the research showed a marked predilection for English and games and a lack of enthusiasm for modern foreign languages. There was also little positive response for subjects which occupy a small amount of curriculum time—music and religious education—with art being an exception to this. There were indications that mathematics and science were more ‘love‐hate’ subjects than others. It was found that girls were more forthcoming with criticisms whereas boys were more forthcoming with praise. Overall, there was no evidence that the National Curriculum had either improved or damaged attitudes towards subjects. However, this research indicates that the National Curriculum had removed some of the pre‐existing gender divisions, such as those relating to the separate sciences.     

Student Evaluations of Tertiary Teaching: a Nepalese investigation

An investigation is reported which tests the applicability of two American instruments designed to assess tertiary students’ evaluations of teaching effectiveness with 297 Nepalese graduate students. The scales were found to have generally adequate internal consistency reliability coefficients, most of the items were seen to be appropriate, and every item was considered of importance by at least some of the students. In addition, all but the Workload/Difficulty items clearly differentiated between ‘good’ and ‘poor’ lecturers. Further analysis failed to support the convergent and discriminant validity of three of the scales hypothesised to measure similar or dissimilar components of effective teaching. Factor analysis confirmed this finding as a strong main factor of teaching effectiveness plus minor factors referring to workload difficulty and grading were obtained. This research therefore indicated more overlap between aspects of teaching skill and enthusiasm than is evident in Western studies. Taken together with the results of similar investigations in developing countries, there must be doubt about the cross‐cultural validity of a multidimensional model of teaching effectiveness.