Developing teachers’ capacities in assessment through career-long professional learning

Abstract

In a context of increasing demand for quality and equity in education and a sharp focus on accountability, classroom teachers are also expected to support and improve learning outcomes for pupils in response to their individual needs. This paper explores three issues: how teachers understand assessment in relation to their students’ learning, the curriculum and their pedagogical choices; how teachers’ capacity to use assessment to improve students’ learning can be developed through career-long professional learning (CLPL); and how teachers’ learning can be implemented and sustained in schools, both locally and nationally. In considering these issues, recent thinking about learning and assessment and CLPL are considered alongside empirical evidence from the development and implementation of assessment processes and approaches to professional development in Scotland. The paper emphasises the importance of a dynamic framework of CLPL that recognises the individuality of teachers’ learning needs and the consequent need for tailored professional learning opportunities with different combinations of support and challenge at school, local and national levels.     

Transitions and turning points: examining the links between child maltreatment and juvenile offending

OBJECTIVE: The links between child maltreatment and juvenile offending are well established. However, the majority of maltreated children do not offend. The research presented in this paper examines the impact that timing and chronicity of child maltreatment have on juvenile offending. METHODS: Administrative data were obtained on all children who were born in Queensland, Australia in 1983 or 1984 and had contact with child protective services for at least one child protection matter (N=5,849). For these children information was obtained on all child protection and juvenile justice contacts until the age of 17. These data were analyzed using the Semi-Parametric Group-Based trajectory analyses [Nagin, D., & Land, L. (1993). Age, criminal careers, and population heterogeneity: Specification and estimation of a nonparametric mixed Poisson model. Criminology, 31, 327-362]. RESULTS: Six distinctive maltreatment trajectory groups were identified, distinguished by the frequency of victimization, the age of onset and the duration of the maltreatment. Child maltreatment peaked around the transition from preschool to primary school and the transition from primary school to secondary school. Furthermore, children whose maltreatment trajectory started or extended into adolescence were more likely to offend as juveniles than children whose maltreatment occurred prior to, but not during, adolescence. CONCLUSIONS: Trajectory analysis provides a useful analytical tool for understanding heterogeneous nature of child maltreatment and the impact of maltreatment on subsequent juvenile offending.     

A semiautomated journal check-in and binding system; or variations on a common theme

The journal check-in project described here, though based on a computerized system, uses only unit-record equipment and is designed for the medium-sized library. The frequency codes used are based on the date printed on the journal rather than on the expected date of receipt, which allows for more stability in the coding scheme. The journal's volume number and issue number, which in other systems are usually predetermined by a computer, are inserted at the time of check-in. Routine claiming of overdue issues and a systematic binding schedule have also been developed as by-products.     

The contribution of science‐rich resources to public science interest

This preliminary study examined the effect that five major sources of public science education—schools, science centers, broadcast media, print media, and the Internet—had on adults' science interest values and cognitive predispositions. Over 3,000 adults were sampled in three U.S. metropolitan areas: Los Angeles, California, Phoenix, Arizona, and Philadelphia, Pennsylvania. To minimize potential sampling bias, the results were weighted by current U.S. Census data to be comparable to demographics from each of the three jurisdictions. Participants were asked to self‐report their current and early adolescent usage of these five science‐related resources, the quality of their experiences with each, and their current abilities, values, and cognitive predispositions relative to science. Data showed that overall, a broad cross‐section of adults living in these cities engaged in a wide array of science‐related activities and that large majorities did so frequently. Nearly two‐thirds of all respondents self‐reported currently participating in some kind of science‐related activity every week and nearly half doing so daily. Results suggested that having frequent; positive science‐related experiences in‐ and out‐of‐school, both early and later in life, correlated with having a strong interest in and positive perception of science as an adult. Although a diversity of positive science‐related experiences correlated with current adult science interest values and cognitive predispositions, only five factors uniquely and significantly predicted adult science interest, values, and cognitive predispositions in the multivariate models: (a) early adolescent experiences visiting a science center, (b) early adolescent experiences watching science‐related television, (c) adult visits to a science center, (d) adults reading books and magazines about science, and (e) adults using the internet to learn more about science. Discussed are issues of self‐selection, quality of experiences, and the complex and synergistic nature of the science learning ecosystem.     

Male-Female Differences in SAT-Verbal Ability Among Students of High SAT-Mathematical Ability

It has been suggested that females who score extremely high on the mathematical portions of the Scholastic Aptitude Test (SAT) do so because they have very high verbal skills, whereas some males score extremely high on the mathematical portion despite their relatively low verbal skills. This hypothesis was investigated with data from two SAT administrations by comparing the conditional distributions of SAT-Verbal (SAT-V), given SAT-Mathematical (SAT-M), for males and females. Evidence for and against the hypothesis was observed. As implied by the hypothesis, the males had lower conditional SAT-V mean scores. However, in contradiction to the hypothesis, the males did not have greater conditional variances of SAT-V given SAT-M.