Setting Standards for English Foreign Language Assessment: Methodology,Validation, and a Degree of Arbitrariness

Cut‐scores were set by expert judges on assessments of reading and listening comprehension of English as a foreign language (EFL), using the bookmark standard‐setting method to differentiate proficiency levels defined by the Common European Framework of Reference (CEFR). Assessments contained stratified item samples drawn from extensive item pools, calibrated using Rasch models on the basis of examinee responses of a German nationwide assessment of secondary school language performance. The results suggest significant effects of item sampling strategies for the bookmark method on cut‐score recommendations, as well as significant cut‐score judgment revision over cut‐score placement rounds. Results are discussed within a framework of establishing validity evidence supporting cut‐score recommendations using the widely employed bookmark method.     

Development,Evaluation and Use of a Student Experience Survey in Undergraduate Science Laboratories: The Advancing Science by Enhancing Learning in the Laboratory Student Laboratory Learning Experience Survey

Student experience surveys have become increasingly popular to probe various aspects of processes and outcomes in higher education, such as measuring student perceptions of the learning environment and identifying aspects that could be improved. This paper reports on a particular survey for evaluating individual experiments that has been developed over some 15 years as part of a large national Australian study pertaining to the area of undergraduate laboratories—Advancing Science by Enhancing Learning in the Laboratory. This paper reports on the development of the survey instrument and the evaluation of the survey using student responses to experiments from different institutions in Australia, New Zealand and the USA. A total of 3153 student responses have been analysed using factor analysis. Three factors, motivation, assessment and resources, have been identified as contributing to improved student attitudes to laboratory activities. A central focus of the survey is to provide feedback to practitioners to iteratively improve experiments. Implications for practitioners and researchers are also discussed.     

‘The fun we had and the way we went about it’: Is now the time to learn lessons from L.A.T.E.’s past?

In the United Kingdom there appears to be a move to reduce the influence of ‘top down’ or centrally driven teaching and learning reforms in favour of returning control to schools and teachers to make necessary improvements at a local level. In this context, ideas about ‘professional learning communities’ or ‘communities of practice’ are potentially fruitful. This article, drawing on the author’s own research, suggests that if we are to take subject English into a life beyond the National Strategies, it would be worth our remembering how one English ‘community of practice’– the London Association for the Teaching of English – helped to shape one model of the discipline.     

Education and development: Thirty years of continuity and change

At the end of the 30th volume of IJED and in the year that the journal published its 1000th paper, it is appropriate to look back at the journal's development. In doing so, this article will discuss a series of important issues regarding the future of the field of international education and development and how it engages with development studies. The paper concludes that the challenge for IJED and for the wider work of its readership is to start imagining a more radical future in which we seek more purposefully to build bridges with other disciplines, engage with new methodological tools and encourage fresh voices but above all else communicate more clearly what we do and do not know about the wonderful complexity of the education–development relationship.     

金无足赤,大器晚成

当每一年稍纵即逝的时候,我们常常纠结我们理应做过什么,或者我们期望自己做过什么。这些可以是任何一件小事儿,从上课不迟到,保持卧室整洁乃至花多点时间去练习一门乐器,都是可能的。但当我们年少时,我们中的大多数都     

Comparison of a finite element model of a tennis racket to experimental data

Modern tennis rackets are manufactured from composite materials with high stiffness-to-weight ratios. In this paper, a finite element (FE) model was constructed to simulate an impact of a tennis ball on a freely suspended racket. The FE model was in good agreement with experimental data collected in a laboratory. The model showed racket stiffness to have no influence on the rebound characteristics of the ball, when simulating oblique spinning impacts at the geometric stringbed centre. The rebound velocity and topspin of the ball increased with the resultant impact velocity. It is likely that the maximum speed at which a player can swing a racket will increase as the moment of inertia (swingweight) decreases. Therefore, a player has the capacity to hit the ball faster, and with more topspin, when using a racket with a low swingweight.