The effect of teacher vagueness terms on student performance in high school biology

High school biology students (n = 48) were each randomly assigned to one of four groups defined by possible combinations of two teacher vagueness conditions (high vagueness versus low vagueness) and two post-lesson conditions (test, then lesson evaluation versus lesson evaluation, then test). Each group was presented a lesson over the vascular system of angiosperms. After the lesson, each group was tested on comprehension of the material and each group completed a lesson evaluation. Teacher vagueness terms significantly affected student achievement and student perception of lesson effectiveness. These findings are discussed in relation to previous research on teaching clearly.     

An Investigation into the Attitudes of Teachers at Key Stage 2 to Speaking and Listening in the National Curriculum in Wales

The attitudes of teachers in Wales to speaking and listening in the National Curriculum, both as a profile component in English and as a requirement across the curriculum, were tested using a Likert-type attitude scale. A 10%, sample of the whole of Wales was involved, specifically teachers of key stage 2. The results show the differences in attitudes between the teachers according to age, years in teaching and training. A factor analysis revealed almost universal agreement that speaking and listening help children to learn. This is discussed in relation to a group of statements concerning classroom practices in speaking and listening.     

Perspectives on Educational Testing: Discussion

What are the similarities and differences among the testing practices and tests that have been described in the preceding articles? How do the situations in these countries compare to what we are experiencing in the US.?     

Outcomes assessment: an examination of the ETS major field test and the comprehensive business exam

This study is the first to examine student performance differences between the major field test in business (MFTB) and the comprehensive business exam (CBE). Results reveal students performed at a statistically significant 50.8 percentile ranking on the CBE compared to a 38.0 percentile ranking on the MFTB. Additionally, this study finds that students transferring business core courses with a grade point average (GPA) of 2.5 or lower perform at a statistically significant lower level on both the MFTB and the CBE than those transferring business core courses with GPAs higher than 2.5. These findings have important implications for assessment of learning purposes.     

Paid Clients in Counselor Education - An Investigation

This investigation follows an earlier attempt to evaluate the use of paid clients in practicum work. Pre- and post-counseling responses of paid and unpaid clients, counselors, and counselor supervisors were tested by Fisher's exact probability tables. Before-counseling paid clients were found to be different from unpaid clients only in that paid clients did not expect counseling to make them more independent in their relationships with other people. Post-counseling responses did not reveal any significant differences between paid or unpaid clients. Counselors saw paid clients in the way that paid clients saw themselves. Counselor supervisors did not expect significant differences between paid and unpaid clients. The only significant difference in post-counseling ratings was that neither counselors or counselor supervisors had anticipated that paid clients did want counselors to offer alternative solutions to problems. Differing pre-counseling responses of unpaid clients and of counselors and counselor supervisors reflected unfounded expectations that unpaid clients would have greater counseling needs than paid clients. All those involved in the study evaluated paid-client counseling as being a worthwhile experience. The writers encourage further investigation and evaluation.