A Study of Teacher Assessment at Key Stage 1

This paper is based on semi‐structured interviews with 59 Year 2 teachers across 45 schools in one LEA. It documents their practice of and attitudes to teacher assessment and it proposes a developmental model which describes and explains their approaches. The assessment of process skills is analysed and the effects of assessment on children's learning and teachers’ practice are discussed. The manageability of teacher assessment is also examined. The findings are linked with previous and subsequent studies on teacher assessment and suggestions for further research, based on these outcomes, are offered.     

A Design-based Approach to Fostering Understanding of Global Climate Change

To prepare students to make informed decisions and gain coherent understanding about global climate change, we tested and refined a middle school inquiry unit that featured interactive visualizations. Based on evidence from student pre-test responses, we increased emphasis on energy transfer and transformation. The first iteration improved comprehension of the visualizations resulting in better understanding of energy transfer (n?=?67). The second iteration improved understanding of energy transformation (n?=?109) by adding pivotal cases, reducing deceptive clarity, and emphasizing distinguishing of ideas. Focusing student investigations in the second version allowed students to make more normative, personally relevant decisions related to their energy use. These iterative refinements reflected knowledge integration principles and offer guidance for designers of inquiry units.     

Examining between‐group and within‐group effects of a peer‐assisted reading strategies intervention

The present study sought to evaluate the effects of a reading strategy instructional program on the reading competence of third‐grade students. Students were instructed in fluent and strategic reading by trained research assistants in whole class settings and subsequently worked on expository text material together with peers. Their reading competence was assessed continuously: in the baseline phase prior to the intervention (4 times), while the intervention was in place (8 times), and after the end of the intervention (4 times). Additionally, reading competence in the wait list control students was assessed 8 times during the same time period. Accordingly, within‐ and between‐group comparisons of students’ test scores were conducted on the data, with both resulting in significant positive effects on the reading competence of intervention students. This research provides an example of how to strengthen the validity of quasiexperimental intervention research through the addition of design features like multiple measurement points.