Finding the missing Einsteins: Expanding the breadth of cognitive and noncognitive measures used in academic services

Education researchers, policymakers, and practitioners are concerned with identifying and developing talent for students with fewer opportunities, especially students from historically marginalized groups. An emerging body of research suggests “universally screening” or testing all students, then matching those students with appropriate educational challenges, is effective in helping marginalized students. However, most tests have focused on two areas: math and verbal reasoning. We leverage three nationally representative samples of the U.S. population at different time points that include both novel cognitive measures (e.g., spatial, mechanical, and abstract reasoning) and non-cognitive measures (e.g., conscientiousness, creativity or word fluency, leadership skill, and artistic skill) to uncover which measures would improve proportional representation of marginalized groups in talent identification procedures. We find that adding spatial reasoning measures in particular—as well as other non-cognitive measures such as conscientiousness, leadership, and creativity—are worthwhile to consider for universal screening procedures for students to narrow achievement gaps at every level of education, including for gifted students. By showing that these nontraditional measures both improve proportional representation of underrepresented groups and have reasonable predictive validity, we also broaden the definition of what it means to be “gifted” and expand opportunities for students from historically marginalized groups.     

Assessment in special schools: national early assessment procedures and pupils attending special schools in England

An implicit assumption that fostering inclusion means having shared systems encompassing the needs of all children is evident in many aspects of policy development over the past decade. Reflecting this, the implementation of ‘baseline assessment’ schemes (i.e. testing at around age 5 years) is a statutory requirement on all state-maintained special and mainstream schools in England since 1998. Our argument is that the enthusiasm for commonality has obscured the need to question the value and validity of baseline assessment schemes for children with special educational needs (and possibly some others such as children having English as an additional language). We illustrate this position with reference to data from our recent study on baseline assessment in England. The study encompassed survey data from a national sample of 982 schools, of which 107 were special schools. Between them, these special schools used 42 different baseline assessment schemes. Comparisons between our mainstream and special school respondents indicated that there were similarities in the nature and perceived value of the schemes used. However, special schools were less satisfied with their schemes. We suggest that a reappraisal of the nature and purpose of baseline assessment for pupils with special educational needs warrants greater critical debate. Without this, there is a danger that a stress on commonality, veiling an inclusion orthodoxy, will ultimately be counterproductive.     

“数学核心素养”导向下的考生水平分析与反思——以2018年高考(天津卷)数学(文史类)试卷为例

依据2018年高考(天津卷)数学(文史类)试卷实测数据,通过研究"一体四层四翼"高考评价体系在试卷中的体现来分析试题特色,并参照《考生水平表现标准(数学)》,对2018年天津高考文科考生数学核心素养的水平表现及反映出的教学问题进行评价和分析,提出有针对性的教学建议。     

呼唤民间考试机构的出现——以美国和英国的高校入学考试机构为参照

英、美两国的高校入学考试制度与我国的主要区别在于:两国的入学考试命题权属于民间的中介组织——专门的考试服务机构。本文通过考察两国民间考试机构在命题权力关系中的特点,对我国高考命题权的改革提出建议,呼唤在我国引入民间考试机构。     

印度高考也累人

在介绍印度高考概况的背景下,论述印度高考的现状和存在的问题。同为世界四大文明古国,印度和我国有着许多惊异的相似之处。在我国高考改革势在必行的今天,了解印度的高考制度改革的动态、举措与趋势,可开阔我们的改革视野,从而获得借鉴与启示。     

指数场合下定时截尾竞争失效产品步加试验的优化设计

对指数场合下定时截尾竞争失效产品步加试验的优化设计进行了研究，并得到了优化设计的方案。推广了D.S.Bai,Y.R.Chun(1991)的结果。     

中国高考改革应有国际视野

中国的高考改革正处于攻坚阶段,面临许多困惑和困境。招生考试制度的统一性与多样性、高校招生的自主权、招生考试制度与学校教育的关系、招生评价体系、录取方式、高校的收费政策、学生财政资助政策等问题,都应深入研究和探讨。目前,世界上许多国家也在进行大学入学制度的改革,其中不乏可资借鉴的经验。中国的高考改革应有国际视野。     

李洞蜀中诗作考论

晚唐诗人李洞约有三十首诗篇涉及蜀中.本文根据现存文献资料,试对诗人李洞的蜀中诗歌创作加以考辨,主要剖析了其在蜀中寄与侯圭、吴融、贾岛等人的诗篇.     

在大学入学考试中增加心理测试的构想

考试在中国有着悠久的历史渊源。随着中国历史的变迁,从两千多年前“考试”一词的出现,经历了多少次的变化,直到今天的考试制度的建立。今天的考试制度,就以有代表性的高等学校入学资格考试而论,当然不能认为是尽善尽美的,但它却承担着为国家选拔专业人才和评价教育质量的重任,并且也在不断地改革完善中。考试是工具、是方法,工具是无可指责的,关键在于怎样用它。我们希望它能发挥更积极更广泛的作用,提出了在高等学校入学考试中增加心理测验的构想。