The changing nature of assessment in English primary classrooms: Findings from the PACE project 1989–1997

The effective use of evaluation is currently hailed as the ultimate tool in raising standards and ensuring accountability for virtually all areas of life. Nowhere has this been more in evidence than in the area of schooling. This increasing emphasis on target setting and the raising of standards through summative assessment has brought with it major changes to the educative experience for both teachers and their pupils. The PACE Project, which began in 1989, was designed to track these changes as they impacted on a representative sample of teachers and their pupils as they progressed through primary schooling. This article highlights some of the major issues which have emerged from the study and goes on to discuss what implications these might have for future policy-making.     

PERCEIVED CHOICE OF PROSE MATERIALS BY YOUNG AND ELDERLY ADULTS

Three experiments evaluated the effects of perceived choice upon comprehension and memory of prose reading passages. Participants in the choice conditions selected the titles of the passages they read, while the rest of the volunteers were not given the opportunity to choose. Experiment 1 compared choice and no choice conditions with young (x = 28.3 years) and elderly (x ‐ 68.9 years) adults of various vocabulary levels. Experiments 2 and 3 tested only elderly groups to evaluate a wider range of vocabulary levels and to compare the effects of starting the reading task either immediately after choosing the titles or after a delay of 2 to 3 weeks. The results indicated both age‐ and vocabulary‐related deficits. However, perceived choice conditions did not produce any consistent improvement in performance.     

Faculty Members' Perceptions of Teacher Preparation Programs

This research study examined faculty members' reaction to criticisms about the quality and design of teacher preparation programs at schools and colleges of education. The researchers found that there is confusion among teacher preparation professionals about their programs and research. The study also showed that, in general, teacher educators are resistant to change.     

Notes from a practitioner: A response to Julie Laible's loving epistemology

This article explains how Julie Laible's "loving epistemology" has implications for practitioners' research-based activities. Laible's view of the Other provides guidance for the research of those striving to be both feminist in approach and respectful toward research subjects.     

Validity and Generalizability of Social Dance Performance Ratings

Abstract

The purpose of three related studies was to develop a social dance instrument that had logical validity and generalizable performance ratings. Three social dance experts critiqued the instrument and concluded the items described the characteristics of good social dance performance. Twelve couples from a social dance class were videotaped for 5 min while performing the fox trot. Their performances were evaluated by a different set of coders in each of the three generalizability (G-) studies conducted (Subjects × Coders × Days ANOVA design). Dance performances were held constant across coding occasions so the day facet represents degree of consistency in coding, not stability of subjects' performances. Decision (D-) studies were also conducted for various measurement conditions. Results of the G-studies indicated that coders with several years of experience teaching and evaluating dance had less systematic coder bias and less systematic coder bias for a subset of dancers than coders who had little or no experience evaluating movement of any form. The performance ratings given by novice coders could be generalized for any randomly selected coder evaluating on any given day (G = .79). It was concluded the social dance test was valid and coders could be trained to obtain generalizable performance ratings.     

Validation of the Rockport Fitness Walking Test in Females 65 Years and Older

Abstract

Speed and energy expenditure of the closed and open freestyle swimming turns were determined on six male swimmers. The subjects were tested while in a post-absorptive state. Resting metabolic rates were determined utilizing an open-circuit, Douglas bag method. The test included swimming a distance of 70 ft. and performing either the closed or open turn without taking a breath. Upon completion of the test, the subject breathed into a Douglas bag for 15 min. Each turn was timed with a stopwatch; a turn started 3 ft. 10 in. before touching and ended as the feet left the side of the pool. Statistical treatment of the date revealed no significant difference in energy expenditure. However, the closed turn proved to be significantly faster than the open.