Assessment

Introduction TERMINOLOGY AND KEY CONCEPTS The term assessment refers to a variety of ways of collecting information on a learner‘ s language ability or achievement. Although testing and assessment are often used interchangeably, the latter is an umbrella term encompassing measurement instruments administered on a ‘one-off‘ basis such as tests, as well as qualitative methods of monitoring and recording student learning such as observation, simulations of project work. Assessment is also distinguished from...     

The creation of digital artefacts as a mechanism to engage students in studying literature

The aim of the project was to motivate school students to learn about the national literature of their own and others’ countries. Engagement was fostered via the creation of digital artefacts (or “e-artefacts”) such as online comic strips, live videos or animations. The pedagogical rationale was based on Papert’s constructionism and Bloom’s revised taxonomy. Participatory action research put school teachers at the centre of the research process. School teachers from five schools (Croatia, Denmark, Poland, Sweden and the UK) chose their own pedagogical approaches for classroom activities. Data on how teachers viewed the use of e-artefacts in their classroom practice were gathered using focus groups. Teachers in all five schools identified the same process for relating texts to activities: involving a close reading of the text, collaborative formatting for the e-artefact, and points for reflection and discussion. Students and staff were not only more excited with studying the literature, learners also showed improvement in language learning. Teachers also reported that specific students showed noticeable increases in self-efficacy and classroom participation. By providing alternative means for students to excel and show competencies beyond academic capabilities, more students feel included and valued. Furthermore, the process of creating e-artefacts demanded greater reflection from students, which was a result of greater engagement with the materials. Finally, including the creation of e-artefacts in the curriculum, while maintaining more traditional approaches, offers a more inclusive and rewarding provision of learning for both students and staff.     

On the supranational spell of PISA in policy

Abstract

Background: PISA results appear to have a large impact upon government policy. The phenomenon is growing, with more countries taking part in PISA testing and politicians pointing to PISA results as reasons for their reforms.

Purpose: The aims of this research were to depict the policy reactions to PISA across a number of jurisdictions, to see whether they exhibited similar patterns and whether the same reforms were evident.

Sources of evidence: We investigated policy and media reactions to the 2009 and 2012 PISA results in six cases: Canada, China (Shanghai), England, France, Norway and Switzerland. Cases were selected to contrast high-performing jurisdictions (Canada, China) with average performers (England, France, Norway and Switzerland). Countries that had already been well reported on in the literature were excluded (Finland, Germany).

Design and methods: Policy documents, media reports and academic articles in English, French, Mandarin and Norwegian relating to each of the cases were critically evaluated.

Results: A policy reaction of ‘scandalisation’ was evident in four of the six cases; a technique used to motivate change. Five of the six cases showed ‘standards-based reforms’ and two had reforms in line with the ‘ideal-governance’ model. However, these are categorisations: the actual reforms had significant differences across countries. There are chronological problems with the notion that PISA results were causal with regard to policy in some instances. Countries with similar PISA results responded with different policies, reflecting their differing cultural and historical education system trajectories.

Conclusions: The connection between PISA results and policy is not always obvious. The supranational spell of PISA in policy is in the way that PISA results are used as a magic wand in political rhetoric, as though they conjure particular policy choices. This serves as a distraction from the ideological basis for reforms. The same PISA results could motivate a range of different policy solutions.     

图说现代体育装备的魅力

运动场是学校和社区的基本配套组成部分,孩子们利用场地提供的设施既能尽情玩耍又能强身健体。当今的学生几乎无暇顾及体能活动,运动不得不与他们少有的课余活动以及他们所沉溺的网络虚拟世界竞争。现实要求操场必须提供更有吸引力的设备,使场地能够与那些视频游戏场景媲美:真实空间至少看起来要同虚拟空间一样宽广、复杂和神奇——有些甚至要用到按钮操作。经过建筑师和设计公司不断地创新和改造,各种造型新颖、别出心裁的体育运动设施出现在学校、社区和公园等地的空场上,而它们的作用更是令人称奇叫绝。     

UNIVERSITY STUDENTS’ VIEWS OF THE ROLE OF MATHEMATICS IN THEIR FUTURE

We report on an international study about mathematics students’ ideas of how they will use mathematics in their future study and careers. This builds on our previous research into students’ conceptions of mathematics. In this paper, we use data from two groups of students studying mathematics: those who participated in an in-depth interview and those who completed an open-ended questionnaire. We found that their responses could be grouped into four categories: don’t know; procedural skills; conceptual skills; and professional skills. Although some students held clear ideas about the role of mathematics, many were not able to articulate how it would be used in their future. This has implications for their approach to learning and our approach to teaching.