Elicitation of personal probabilities and their assessment

A student's choice of an answer to a test question is a coarse measure of his knowledge about the subject matter of the question. Much finer measurement might be achieved if the student were asked to estimate, for each possible answer, the probability that it is the correct one. Such a procedure could yield two classes of benefits: (a) students could learn the language of numerical probability and use it to communicate uncertainty, and (b) the learning of other subjects could be facilitated. This report describes the rationale underlying a procedure for eliciting personal estimates of probabilities utilizing a proper scoring rule, and illustrates some new techniques for calibrating those probabilities and providing better feedback to students learning to assess uncertainty. In addition, new results are presented compring the incentive for study, rehearsal, and practice provided by the proper scoring rule with that provided by the simple choice procedure, and concerning the potential effect of cutoff scores and prizes upon student behavior.     

Teachers' Assessment and National Testing in Primary Schools in Scotland: roles and relationships

The revised arrangements for national testing, introduced into primary schools in Scotland in January 1993, give the tests a role in confirming teachers' assessments of when pupils have achieved certain levels of attainment. The test units, in reading, writing and mathematics, are used at any time, with individual pupils or with groups, at teachers' discretion. This paper draws upon evidence gathered by questionnaire and interview with primary school teachers and headteachers during a 4‐year evaluation of the implementation of the non‐statutory guidelines of the 5‐14 development programme, the Scottish national curriculum. It explores how teachers are carrying out formative assessment and how they decide when a pupil is likely to succeed in test units at a certain level. There was evidence of considerable moves towards teachers' assessment becoming more systematic, wide‐ranging and more often recorded. However, the moderating role of the tests material has not been taken on board by the majority of teachers for reasons and with consequences which are explored in the paper.     

In the dark: Spatial choice when access to spatial cues is restricted

The cognitive mechanisms involved in spatial choice when access to visual cues is restricted were examined in three experiments using male rats. A specially constructed radial-arm maze was used, in which extramaze visual cues could not be perceived from the central arena, but could be perceived from the maze arms. Choices were very accurate when the maze was not rotated during each trial, but inaccurate when the maze was rotated. This suggests that intramaze cues were involved in the control of choices. However, the data clearly showed that choices were not simply controlled by intramaze cues. Rather, control by intramaze cues interacted in a more complex manner with representations of the spatial locations of goals. Such spatial representations were involved in the control of choice despite the absence of visual spatial cues at the time choices were made.     

Aiding culturally responsive assessment in schools in a globalising world

Educational Assessment, Evaluation and Accountability - Across the world, teachers’ classroom assessment tasks and responsibilities are becoming more diverse due to increased migration. In...     

Liberal arts student learning outcomes: An integrated approach

Researchers completing a study of liberal arts education sought to identify learning outcomes associated with both wisdom and citizenship. They have synthesized these themes into seven outcomes that facilitate effective student learning and development.     

Transforming Feedback: An Application Framework for Group Feedback Videos in Design

This article presents the development and application of group feedback videos (GFVs) in design education. A case study shows how visually‐rich GFVs were developed in a practice‐based design studio subject where learners were required to work in teams and independently calibrate an ability to form judgements on the qualities of their own work. Breaking away from traditional models of individual written feedback, students were instead provided with holistic reviews of project outcomes in a GFV format. Assessment examples were presented from across the cohort with the goal of encouraging open discussion and self‐reflection on studio practice. GFVs supported learning processes through three key characteristics: information richness, group learning and sharing, and formative engagement. What differentiated this approach from previous studies was the focus on audio‐visual group delivery to enhance feedback's richness. By replicating an in‐class group critique session, GFVs allowed commonly summative assessment stages to be seen as formative. This study contributes to existing literature through an application framework that may be used by design educators who are seeking to implement GFV methods within their own studio teaching practice.