Assessment of prior learning in higher education: a review from a validity perspective

The process of giving official acknowledgment to formal, informal and non‐formal prior learning is commonly labelled as assessment, accreditation or recognition of prior learning (APL), representing a practice that is expanding in higher education in many countries. This paper focuses specifically on the assessment part of APL, which undoubtedly is central to the whole process, through a review of research in this area and an analysis of the reviewed studies from a validity perspective. The research reviewed (published 1990–2007) is categorised into empirical as well as more theoretically oriented publications, with a quantitative dominance of the latter. According to the validity analysis, a majority of the studies conducted in this area relate to the evidential basis of test interpretation and use, primarily providing theoretical rationales and theories for a variety of practices. The consequential basis of test interpretation and use has not been studied to any larger extent, resulting in a lack of both theoretical and empirical studies dealing with this aspect of validity.     

Intergenerational Educational Encounters: Part 2: Counseling Implications of the Model

This second paper commences where Part 1 concluded in volume 33, number 1, 2006. The paper describes the relations reflected in the Model-of-Knowledge between all partners of the intergenerational encounters at school—children, old adults, and teachers. The Model-of-Knowledge represents a relatively balanced approach toward the generations' typical needs, while teachers are regarded as members of the middle generation who may contribute to the intergenerational mediation process. By discussing concepts such as “authority,” “productive aging,” “search for meaning,” and “life span,” the paper offers possible ramifications for the social images and status of older adults. Additionally, it discusses the experimental realism of the intergenerational programs at school. Gerontologists and education professionals are invited to explore the psychosocial insights that the model brings to the fore.     

The successful test taker: exploring test-taking behavior profiles through cluster analysis

To be successful in a high-stakes testing situation is desirable for any test taker. It has been found that, beside content knowledge, test-taking behavior, such as risk-taking strategies, motivation, and test anxiety, is important for test performance. The purposes of the present study were to identify and group test takers with similar patterns of test-taking behavior and to explore how these groups differ in terms of background characteristics and test performance in a high-stakes achievement test context. A sample of the Swedish Scholastic Assessment Test test takers (N = 1891) completed a questionnaire measuring their motivation, test anxiety, and risk-taking behavior during the test, as well as background characteristics. A two-step cluster analysis revealed three clusters of test takers with significantly different test-taking behavior profiles: a moderate (n = 741), a calm risk taker (n = 637), and a test anxious risk averse (n = 513) profile. Group difference analyses showed that the calm risk taker profile (i.e., a high degree of risk-taking together with relatively low levels of test anxiety and motivation during the test) was the most successful profile from a test performance perspective, while the test anxious risk averse profile (i.e., a low degree of risk-taking together with high levels of test anxiety and motivation) was the least successful. Informing prospective test takers about these insights can potentially lead to more valid interpretations and inferences based on the test scores.

     

Between tradition and modernity: Social work-related change processes in the Jewish ultra-orthodox society in Israel

The present research attempts to present the experience of the encounter between Jewish ultra-orthodox society – a closed and isolated group – and social work – with its cultural, western, secular and professional characteristics. The study explores this topic by describing the work and experience of the social workers who treat this population, and the encounter's meaning for them. This experiential and challenging encounter is exemplified through different social work contents such as: child sex abuse, miscarriage, adolescent girls in distress, mental health, divorce, etc. A qualitative-phenomenological approach was adopted in this study. In-depth semi-structured interviews were conducted with 33 social workers with different religious identities in daily contact with ultra-orthodox Jewish clients across the country. Participants included 6 men and 27 women. A total of 9 participants defined themselves as ultra-orthodox, 13 were national religious, and 11 were secular, with 1–20 years’ experience. Three major themes emerged: 1. Community and social change processes in the ultra-orthodox society. 2. Treatment content-related change processes in the ultra-orthodox society. 3. Change processes in the ultra-orthodox society and the role of social work in the ultra-orthodox-public environment. Multicultural sensitivity is the starting point when relating to the encounter between an ultra-orthodox client and a social worker. An awareness of the social worker's personal values, acquaintance with the client's personal and community values, and the encounter between them are crucial factors for treatment success.     

The effects of metacognitive instruction embedded within an asynchronous learning network on scientific inquiry skills

The study is aimed at investigating the effects of four learning methods on students’ scientific inquiry skills. The four learning methods are: (a) metacognitive‐guided inquiry within asynchronous learning networked technology (MINT); (b) an asynchronous learning network (ALN) with no metacognitive guidance; (c) metacognitive‐guided inquiry embedded within face‐to‐face (F2F) interaction; and (d) F2F interaction with no metacognitive guidance. The study examined general scientific ability and domain‐specific inquiry skills in microbiology. Participants were 407 10th‐grade students (15 years old). The MINT research group significantly outperformed all other research groups, and F2F (group d) acquired the lowest mean scores. No significant differences were found between research groups (b) and (c). MINT makes significant contributions to students’ achievements in designing experiments and drawing conclusions. The novel use of metacognitive training within an ALN environment demonstrates the advantage of enhancing the effects of ALN on students’ achievements in science.     

‘Digital natives’: Honour and respect in computerized encounters between Israeli Jewish and Arab children and adult learners

In Israel's Multigenerational Connection Program (MCP), children instruct adults in computer and Internet use. Taking children's advantage in digital literacy as a given, the study examines their generational status in computerized encounters that MCP creates in two schools, one Jewish and one Arab. The data were gathered by means of qualitative participant observation. The results suggest that the family–community‐based habitus is reflected in the interpretation of the program by the computer teacher at each school, who, by ‘importing’ it to MCP, encouraged relations of respect or honour between children and adults. The significance of these relations, rooted in ethno‐national relations between the groups, transcends the global discourse about the uniformity of the generational digital divide. While the Arab group's ambivalence toward MCP weakened the children's status, the Jewish children attained empowerment as young teachers. The conclusions focus on the implications for intergenerational relations and children's self‐image of the preservation of the Arab honour‐contingent habitus in a Western educational context—a self‐chosen strategy that may widen the digital divide between Arab and Jewish children.     

Using human figure drawing as a tool for examining self-perception and emotional attitudes among Jewish and Arab children in Israel

The study examined ingroup and outgroup perceptions among Jewish and Arab children in Israel. The sample comprised 191 children aged 10–12, 131 Jewish and 60 Arab participants who live in a mixed city. The main instrument used to examine the children's perceptions was a multidimensional analysis of Jewish and Arab figures drawn by the participants, as well as a questionnaire relating to the drawn figures. The findings revealed that, even though they lived in a mixed city and studied in the same classes, the Jewish children differentiated between the figures and overwhelmingly preferred Jewish figures to Arab figures. Moreover, they revealed negative stereotypes and expressed aggression in drawings of Arab figures. In contrast, among the Arab participants, the findings were inconsistent. In most of the variables, they did not distinguish between the various figures. However, in the quality variables, they tended to prefer figures of their own nationality and rejected Jewish figures. The findings are discussed in relation to the context of the residential environment (a mixed city), majority-minority status, and the Israeli-Arab conflict.     

Knowledge Exchange,Social Interactions,and Empowerment in an Intergenerational Technology Program at School

This is a sequel to previous theoretical papers (Gamliel, Reichental, & Eyal, 2007a Gamliel , T. , Reichental , Y. , & Eyal , N. (2007a). Intergenerational educational encounters: Part 1: A model of knowledge. Educational Gerontology , 33, 1–22.[Taylor & Francis Online], [Web of Science ®] , [Google Scholar], 2007b Gamliel , T. , Reichental , Y. , & Eyal N. ( 2007b ). Intergenerational educational encounters: Part 2: Counseling implications of the model . Educational Gerontology , 33 , 145 – 164 .[Taylor & Francis Online], [Web of Science ®] , [Google Scholar]) that proposed a Model of Knowledge in Volume 33 of this journal. The study examines the effects of digital education on intergenerational empowerment and social interaction among participants in the Israeli Multigenerational Connection Program (MCP). The program pairs seniors and children in computer-room activities at primary schools and encourages both groups to benefit by learning from each other. Findings from feedback questionnaires, field observations, and semistructured interviews show that the MCP was successful in building an intergenerational bridge. The flexible structuring of the roles of teacher and pupil contributed to participants' satisfaction with the program, and the intergenerational knowledge exchanges empowered both groups and allowed them to reach out to each other. Implications for educators, both in the community and in mainstream schools, are discussed.     

Assessment of school functioning among Israeli Arab children with hearing loss in the primary grades

The study examined school functioning of Israeli Arab children with hearing impairment (HI) who were included in regular education classrooms, in comparison to their classmates with normal hearing (NH). Ninety-three children (60 NH and 33 HI), grades 1-6, participated. Teachers evaluated the children using the Arabic version of the Screening Instrument for Targeting Educational Risks (SIFTER; Anderson, 1989); they also reported children's achievement levels in Arabic and mathematics. Results demonstrated that the HI children's functioning was lower than that of the NH children. Children with unilateral and minimal hearing losses had lower functioning than those with more severe hearing loss. As grade level increased, functioning decreased among HI children. Use of the SIFTER was beneficial in detecting children with difficulties. Regular, ongoing SIFTER use and appropriate follow-up on the results may better enable each child to perform optimally in class.     

Teachers' Self-Regulated Learning Lesson Design: Integrating Learning from Problems and Successes

Teachers' design of a lesson is critical for helping their students develop academically effective forms of self-regulating learning (SRL) in classrooms. Using a quasi-experimental design, the researchers integrated systematic collaborative learning from problematic and successful experiences into teachers' preparatory programs and examined how such learning was associated with preservice physics teachers' SRL-based lesson design. The participants in this study were 132 preservice physics teachers during the practicum phase of their teacher education at four major research universities. Results indicated that preservice teachers who contemplated both problematic and successful experiences developed better SRL lesson-designing skills compared to preservice teachers who contemplated only problematic experiences. This study provides a new outlook for linking collaborative learning from problematic and successful experiences as a means of nurturing teachers' SRL, as well as suggesting implications and further research avenues.