A Fair Comparison? The Evolution of Methods of Comparability in National Assessment

Comparability is a term used in educational assessment to describe the relative outcomes of one assessment against another. It is investigated in order to inform the Awarding Bodies, centres, candidates and the general public about the extent to which standards are consistent between assessments. The purpose of this paper is to demystify some technical aspects of how national assessment standards are guarded, by making details of these methods of comparability accessible to practitioners, managers, policy makers and researchers. In doing so, the authors review the use and techniques of comparability, describe the methodology currently in use, and discuss its application towards ensuring justice within national assessment.     

Criteria for the selection,evaluation and application of traditional knowledge in contemporary health practice,education, research and policy: A systematic review

Background

Traditional and complementary medicine (T&CM) is highly utilised and draws on traditional knowledge (TK) as evidence, raising a need to explore how TK is currently used.

Objectives

Examine criteria used to select, evaluate and apply TK in contemporary health contexts.

Methods

Systematic search utilising academic databases (AMED , CINAHL , MEDLINE , EMBASE , SSCI , ProQuest Dissertations Theses Global ), Trip clinical database and Google search engine . Citations and reference lists of included articles were searched. Reported use of TK in contemporary settings was mapped against a modified ‘Exploration-Preparation-Implementation-Sustainment’ (EPIS) implementation framework.

Results

From the 54 included articles, EPIS mapping found TK is primarily used in the Exploration phase of implementation (n = 54), with little reporting on Preparation (n = 16), Implementation process (n = 6) or Sustainment (n = 4) of TK implementation. Criteria used in selection, evaluation and application of TK commonly involved validation with other scientific/traditional evidence sources, or assessment of factors influencing knowledge translation.

Discussion

One of the difficulties in validation of TK (as a co-opted treatment) against other evidence sources is comparing like with like as TK often takes a holistic approach. This complicates further planning and evaluation of implementation.

Conclusion

This review identifies important criteria for evaluating current and potential contemporary use of TK, identifying gaps in research and practice for finding, appraising and applying relevant TK studies for clinical care.     

Embracing diversity in the history curriculum: a study of the challenges facing trainee teachers

This paper explores the issues that secondary history teachers on an initial teacher education (ITE) programme in England encounter in attempting to incorporate more cultural and ethnic diversity into the history curriculum. It also assesses the impact that changes in their training course had on their views and pedagogical practice. Using questionnaires and scenario based interviews with three cohorts of trainee teachers, key challenges were identified, which were related to the purposes of teaching history and diversity, appropriate pedagogy and content, dealing with pupils, and teachers’ personal concerns. A framework for analysing trainees’ stances towards cultural and ethnic diversity based upon a confident-uncertain-uncomfortable continuum was developed. The research revealed that the course had had an impact, although this was in subtle rather than marked ways, which raises further questions about what is possible within the confines of an ITE training programme and the need for additional support beyond the course.     

‘If they don't listen I shout,and when I shout they listen’: Hearing the voices of girls with behavioural,emotional and social difficulties

Young people, particularly girls, constructed in the education system as having behavioural, emotional and social difficulties are amongst the least represented voices in research. Frequently denied a place to speak from, we direct attention to the importance of hearing girls, who are troubled and troubling—deviating from the rules of school and the norms of their gender—speak about their dis/engagement in education. We argue that participatory research methods can provide meaningful ways for girls to construct and better understand their own narratives. In so doing we draw on our ongoing research in England with teenage girls excluded from mainstream provision. Findings from analysis of their narratives are discussed in relation to voice, space, audience and influence. This process reveals the significance of hearing and responding to the multilayered complexities of girls’ voices in purposeful ways.     

Who writes what when?: Examining children’s early composing

Reading and Writing - Conceptual models of early writing suggest multiple component skills support children’s early writing development. Although research interest in early writing skills has...     

Reshaping Primary Teacher Education in New Zealand: compressed courses and school partnership

In response to a serious shortage of primary teachers the New Zealand Government introduced competitive contracts for new and established providers to develop initial teacher education programmes which could be completed in a 12‐18 month timeframe. The University of Auckland reacted by developing a January to December post‐graduate programme taught in partnership with a consortium of primary schools. A mentor teacher from each of the selected primary schools was accredited at post‐graduate level to co‐ordinate and deliver the school‐based practicum component of the programme utilizing an associate teacher to host each student teacher. The programme was founded on a continuous placement model with student teachers attending one school per term for three days of each week, and university lectures for the other two days, throughout the year. Mentor teacher roles included in‐school seminars, assessment of the practicum component and assisting lecturers in planning and delivering university papers. Seven postulates which underpin the University of Auckland approach are advanced and the extent by which they can be generalized is discussed.     

Effect of cold water immersion on repeat cycling performance and thermoregulation in the heat

To assess the effect of cold water immersion and active recovery on thermoregulation and repeat cycling performance in the heat, ten well-trained male cyclists completed five trials, each separated by one week. Each trial consisted of a 30-min exercise task, one of five 15-min recoveries (intermittent cold water immersion in 10 degrees C, 15 degrees C and 20 degrees C water, continuous cold water immersion in 20 degrees C water or active recovery), followed by 40 min passive recovery, before repeating the 30-min exercise task. Recovery strategy effectiveness was assessed via changes in total work in the second exercise task compared with that in the first. Following active recovery, a mean 4.1% (s = 1.8) less total work (P = 0.00) was completed in the second than in the first exercise task. However, no significant differences in total work were observed between any of the cold water immersion protocols. Core and skin temperature, blood lactate concentration, heart rate, rating of thermal sensation, and rating of perceived exertion were recorded. During both exercise tasks there were no significant differences in blood lactate concentration between interventions; however, following active recovery blood lactate concentration was significantly lower (P < 0.05; 2.0 +/- 0.8 mmol . l(-1)) compared with all cold water immersion protocols. All cold water immersion protocols were effective in reducing thermal strain and were more effective in maintaining subsequent high-intensity cycling performance than active recovery.