Synergy and Tension between Large-Scale and Classroom Assessment: International Trends

The synergy, or lack thereof, between large-scale and classroom assessment has been fiercely debated in both academic and policy spheres for decades around the world. This paper seeks to explicate how different countries are utilizing large-scale testing and test results at the classroom level. Through country profiles, this paper analyzes contemporary developments on the tensions and synergies between large-scale assessment and classroom teaching, learning, and assessment observed across seven international jurisdictions: United States, Canada, Australia, England, Germany, Finland, and Singapore. The paper concludes with an analysis of international trends leading to a synthesis of root causes contributing to the current limited uptake of large-scale assessment results at classroom levels.     

The three-stage assessment process: Issues and implications

The three-stage process of assessment is a structured, complete approach to the appraisal of a whole child. These systematic procedures insure due consideration for all factors affecting educational functioning. Stage 1 is designed to detgermine physical, mental, or emotional disability; Stage 2 to identify significant educational needs; Stage 3 to identify specific learning competencies and necessary instructional and related services. When all three stages are correctly and adequately addressed, the inherent bias in standardized tests will be offset by the identificantion of learning competencies and the subsequent development of appropriate learning strategies.     

Giftedness and variability in strategic processing on a multitrial memory task: Evidence for stability in gifted cognition

This study examined strategic variability and variability-performance relations in intellectually gifted (mean IQ = 142.31; n = 85) and non-gifted (mean IQ = 112.44; n = 81) children who received five trials on an organizational memory task. Children were presented with different sets of categorizable words (e.g., boat, bus, car, banana, apple, orange) on each trial and were asked to remember the words for later recall. Four strategies were coded on each trial: sorting at study, rehearsal, category naming, and clustering at recall. Strategic variability was assessed in terms of fluctuations in the use of single strategies over trials, use of different combinations of multiple strategies over trials, and trial-bytrial switches in strategy use. In general, gifted children showed lower levels of variability (or higher levels of stability) in strategy use and higher levels of recall than non-gifted children. In addition, stability in strategy use was consistently associated with relatively high levels of recall for gifted but not non-gifted children. These findings confirm and extend research on non-strategic elementary cognitive tasks showing that cognitive stability is a prominent characteristic of gifted cognition.     

Assessment moderation in an Australian context: processes,practices, and challenges

Moderation is a quality assurance process that plays a central role in the teaching, learning, and assessment cycle in higher education. While there is a growing body of research globally on teaching, learning, and, to a lesser degree, assessment in higher education, the process of moderation of assessment has received even less attention. In a context of heightened accountability and greater transparency in the tertiary sector, the formalising of moderation processes has not been a part of established practice. In light of these changes, the purpose of this qualitative study was to identify and investigate current marking and moderation processes and practices operating within one faculty in a large urban university in eastern Australia to gain insight into the challenges to effective moderation. The findings suggest the need for moderation to be considered holistically as an inherent part of teaching and learning, and the need for ongoing staff development.     

Perceptions of Co-Teaching in the Clinical Experience: How Well Is It Working?

This study examined the perceptions of teacher candidates, cooperating teachers, and university supervisors in the first year of state-mandated co-teaching in the clinical experience. Study results suggest the need (a) to emphasize the importance of the teacher candidate exerting leadership, (b) to develop and communicate specific criteria for teacher candidates to enhance their ability to take the lead in planning, organization, management, lesson delivery, and assessment during their co-teaching experience, (c) to redefine the nature of the “solo” period, and (d) to deepen the understanding of all stake holders to increase their commitment to the tenets of co-teaching.     

What’s the point of moderation? A discussion of the purposes achieved through contemporary moderation practices

An increasingly regulated higher education sector is renewing its attention to those activities referred to as ‘moderation’ in its efforts to ensure that judgements of student achievement are based on appropriate standards. Moderation practices conducted throughout the assessment process can result in purposes identified as equity, justification, accountability and community building. This paper draws on the limited studies of moderation and wider relevant research on judgement, standards and professional learning to test commonly used moderation practices against these identified purposes. The paper concludes with recommendations for maximising the potential of moderation practices to establish and maintain achievement standards.     

Introduction

The Australian State of Queensland’s ‘Smart State’ policy is the Government’s response to global conditions that require a new type of worker and citizen for a new knowledge economy. As a result the Government has produced a plethora of documents and papers in every aspect of its operation to progress Queensland as a ‘Smart State’. The role of education in the success of the ‘Smart State’ is clearly outlined in the Queensland Government’s vision statements and policies (Queensland Department of Education, Training and the Arts 1999). The purpose of this article is to utilise Norman Fairclough’s theories regarding the relationship between discourse and social change, to examine the interdiscursive, linguistic and semiotic strategies used in ‘Smart State’ policy to show how this discourse is emerging into a hegemonic position within the discourses of Queensland education.     

Risk Factors,Resilience, and Psychological Distress Among Holocaust and Nonholocaust Surviviors in the Post-9/11 Environment

Many older adults have experienced or witnessed devastating life events including wars, hurricanes, and explosions. This study examined retraumatization and the relationship between certain risk factors, resilience, and psychological distress in the post-9/11 environment among 120 community-dwelling older adults. Results indicate that Holocaust survivors suffered more posttraumatic symptoms during the ongoing War on Terrorism than a comparison group. A significant contributor to posttraumatic symptomatology was anxiety followed by sense of safety, and survivor status. Clinicians should anticipate that older adults exposed again to trauma may experience posttraumatic symptomatology. Health-care practitioners should focus on distant history of trauma when assessing older adults for posttraumatic stress.