Developing academics’ assessment practices in open,distance and e-learning: an institutional change agenda

Abstract

Universities across the globe are attempting to change assessment practice to address challenges in student engagement and achievement. Integral to this objective are strategies to develop academics’ assessment practice. These frequently focus on attendance at formal Continuous Professional Development events and/or implementation of institutional blueprints. This editorial article uses a case study from the Open University (UK) to explore an alternative ‘communities of practice’ approach to the improvement of assessment arguing that academics’ professional expertise is best deepened through participation in authentic activities of teaching and scholarship. The discussion identifies what is involved in such an approach including the role of an enabling principles-based framework, the constraints on implementation and the implications for HE leaders.     

Differential Performance of Items in Mathematics Assessment Materials For 7-Year-Old Pupils in English-Medium and Welsh-Medium Versions

This paper draws on data from the development of annual national mathematics assessment materials for 7-year-old pupils in Wales for use during the period 2000–2002. The materials were developed in both English and Welsh and were designed to be matched. The paper reports on item analyses which sought items that exhibited differential performance in relation to whether the materials were English medium or Welsh medium. The items that exhibited consistent differential item functioning in relation to language during pre-testing are reviewed in order to discuss the linguistic factors that could affect such behaviour.     

Taking Control of Their Lives? A comparison of the experiences of unemployed young adults (18-25) in England and the new Germany

This paper explores the experiences and actions of young adults who have had difficulties in entering and sustaining a place in the labour market. The research was carried out in selected localities undergoing economic transformation in England and the new Germany, as part of the project 'Taking Control' in the ESRC's Youth Citizenship and Social Change Programme. The 18-25 age group has been newly 'targeted' for interventions through programmes such as 'New Deal' and 'JUMP'. Through a combination of questionnaire survey and group interviews the research has explored how, in different ways, choice and uncertainty can be important dimensions in young adults' biographies in the current moment. Their experiences and actions are not exclusively determined by socialising and structural influences, but also involve elements of subjectivity, choice and agency. The article discusses findings on the lives and perspectives of 300 young people affected by unemployment. The sample is drawn from a wider questionnaire survey ( n = 900) and a series of group discussions in the three cities of Derby (England), Hannover (Western Germany) and Leipzig (Eastern Germany). The research builds on and extends the authors' previous comparative research into the education and training experiences of younger age groups in the two countries.     

Integrating ICT in the classroom: a case study of two contrasting lessons

A detailed analysis of two contrasting primary school lessons, where ICT plays a dominant role, reveals how it is the teacher's implicit understanding of the principles of teaching and learning for understanding which determines whether the pedagogical potential of the technology is fully realised and the desired lesson outcomes achieved.     

Influences on teacher education student attitudes toward youth who are HIV+

The expectations, attributions, and reactions toward children and youth who have contracted HIV/AIDS warrant close attention from parents, teachers, related service personnel, and others who will interact with these students in the schools. Those who are misinformed or unaware of their beliefs may inadvertently discriminate against children and youth with the disease. This study examined factors that influence judgments about children and youth with HIV/AIDS in a sample of teacher education students. Course of infection of HIV accounted for significant differences in the participants' judgments about responsibility and blame for contracting the disease and also fearfulness and attitudes reflecting isolation for these youth. Educational professionals should be aware of the many negative attributions placed on adolescents who are diagnosed as HIV⁺ and be prepared to act as facilitators when designing appropriate interventions to assist these students. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 211–219, 2004.