Assessment as a vehicle for learning: extending collaboration into testing

Tertiary educators increasingly recognize the benefits for student learning of collaboration and group work; however, it is commonly perceived that examinations should be completed without the opportunity for interaction with other learners or use of relevant resources. An alternative approach is suggested in this article, based on the sociocultural concept that learning is a fundamentally social process, and on the notion of dynamic assessment (Magnusson et al. 1997 Magnusson, S.J., Templin, M. and Boyle, R.A. 1997. Dynamic science assessment: a new approach for investigating conceptual change. Journal of the Learning Sciences, 6: 91–142. [Taylor & Francis Online], [Web of Science ®] [Google Scholar]). The primary advantage of this approach is that students are given the opportunity to learn during the assessment, rather than simply being penalized for not knowing. Student feedback, both qualitative and quantitative, suggests that learning is significantly enhanced by this approach. Drawbacks include the possibilities of regressive collaboration and student ‘loafing’; however, these concerns can be addressed within the overall assessment context.     

A narrative exploration of how curricula for children with profound and multiple learning difficulties shape and are shaped by the practices of their teachers

This article presents the findings of a study that asked teachers to narrate their interactions with learners from the perspective of the curriculum that the school adopted. Thirteen female teachers, employed at eight special secondary schools for children with profound and multiple learning difficulties in England, participated in the research. They narrated their experiences, which were consequently subject to phenomenological hermeneutic analysis. All the teachers displayed a high degree of individuality and conceptualised their work not straightforwardly as teaching the espoused curriculum, but rather as they themselves being the ‘curriculum‐in‐action’, with their practice lying alongside and only obliquely cognisant of their school's explicit provision. The narratives disclosed ongoing conflict with school leaders being interpreted as a threat to their specific pedagogic practices as well as their professionalism. The research raises questions about the ability of the ‘special curriculum’ to be truly responsive to pupils' needs within this complex pedagogical environment.     

Mapping the Contours of Translation: Visualized Un/Certainties in the Ozone Hole Controversy

This study of ozone-hole controversy demonstrates an approach to translation that captures material-discursive elements of environmental risk. By adapting actor–network theory’s notion of translation with Goodnight’s spheres of argument model, the author’s results reveal how uncertainties created sites for scientists and their images to perform in ways that visualized risk in public forums. Citizens then responded to these risks through amplified uncertainties and counterimages that envisioned a hole in the skin of the body public.     

Development and validation of a brief screening version of the Childhood Trauma Questionnaire

OBJECTIVE: The goal of this study was to develop and validate a short form of the Childhood Trauma Questionnaire (the CTQ-SF) as a screening measure for maltreatment histories in both clinical and nonreferred groups. METHOD: Exploratory and confirmatory factor analyses of the 70 original CTQ items were used to create a 28-item version of the scale (25 clinical items and three validity items) and test the measurement invariance of the 25 clinical items across four samples: 378 adult substance abusing patients from New York City, 396 adolescent psychiatric inpatients, 625 substance abusing individuals from southwest Texas, and 579 individuals from a normative community sample (combined N=1978). RESULTS: Results showed that the CTQ-SF's items held essentially the same meaning across all four samples (i.e., measurement invariance). Moreover, the scale demonstrated good criterion-related validity in a subsample of adolescents on whom corroborative data were available. CONCLUSIONS: These findings support the viability of the CTQ-SF across diverse clinical and nonreferred populations.     

International Communication

COMMUNICATIONS IN A CHANGING WORLD (Washington, D.C.: The Media Institute, 1983---two volumes, paper, price not given)

THE ABC OF COPYRIGHT (Paris: Unesco/New York: Unipub, 1981---paper, price not given)

MILITARY PROPAGANDA: PSYCHOLOGICAL WARFARE AND OPERATIONS by Ron D. McLaurin (New York: Praeger, 1982---price not given)

TELECOMMUNICATIONS IN THE YEAR 2000: NATIONAL AND INTERNATIONAL PERSPECTIVES edited by Indu B. Singh (Norwood, N.J.: Ablex, 1983---$24.95)

THE EDUCATIONAL USE OF MASS MEDIA by Gloria Feliciano, et al. (Washington, D.C.: World Bank, 1981---$5.00, paper)

POWERS OF THE PRESS: TWELVE OF THE WORLD'S INFLUENTIAL NEWSPAPERS by Martin Walker (New York: Pilgrim Press, 1983---price not given)

THE PHONOGRAM IN CULTURAL COMMUNICATION: REPORT ON A RESEARCH PROJECT UNDERTAKEN BY MEDICAULT, edited by K. Blaukopf (New York and Vienna: Springer-Verlag, 1982---$23.60, paper)     

圣洁的爱(英文)

爱别人,也要爱自己。世界是美丽的,热情的;它充满挑战和关爱。不要错失良机!当时机叩开你的家门时,不要犹豫,把握时机。每一天,如果你想要取得平衡,必须权衡内在和外界的不同。生命充满机遇和刺激,改变也随之而来,而我们还是有无法改变的事实——     

Inter-parent agreement on four preschool behavior rating scales: Effects of parent and child gender

This study investigated inter-parent agreement on four preschool behavior rating scales. Sixty-four cohabiting biological parents rated their four and five year-old children's positive and negative behaviors. Results indicated low to moderate inter-parent correlations across all four preschool behavior rating scales for the total sample. Although mean score differences were not significantly different by parent or child gender, absolute differences between pairs of mothers' and fathers' ratings were large and consistent across instruments, as well as by gender of child and gender of parent. © 1996 John Wiley & Sons, Inc.