Twelve tips on guiding preparation for both high-stakes exams and long-term learning

2020 ◽  
pp. 1-6
Author(s):  
Aubrie Swan Sein ◽  
Shubha Dathatri ◽  
Todd A. Bates
Keyword(s):  
High Stakes ◽  
High Stakes Exams

scholarly journals Introducing Computer-Based Testing in High-Stakes Exams in Higher Education: Results of a Field Experiment

PLoS ONE ◽  
2015 ◽  
Vol 10 (12) ◽  
pp. e0143616 ◽  
Author(s):  
Anja J. Boevé ◽  
Rob R. Meijer ◽  
Casper J. Albers ◽  
Yta Beetsma ◽  
Roel J. Bosker
Keyword(s):  
Higher Education ◽  
Field Experiment ◽  
High Stakes ◽  
Computer Based ◽  
Computer Based Testing ◽  
High Stakes Exams

scholarly journals Higher Order Thinking by Setting and Debriefing Tasks in Dutch Geography Lessons

2021 ◽  
Vol 12 (1) ◽  
pp. 11-27
Author(s):  
Uwe Krause ◽  
Tine Béneker ◽  
Jan van Tartwijk
Keyword(s):  
Secondary Education ◽  
Higher Order Thinking ◽  
Higher Order ◽  
Knowledge Structures ◽  
High Stakes ◽  
Upper Secondary Education ◽  
Task Setting ◽  
Abstract Knowledge ◽  
Upper Secondary ◽  
High Stakes Exams

Tasks are a powerful instrument for geography teachers, as they let students engage with the subject. To advance the cumulative learning of students, teachers have to make sure that students learn how to deal with complex and abstract knowledge structures. In the Netherlands, teachers face a dilemma when it comes to task setting: the intended curriculum aims for a considerable part at (parts of) higher order thinking, whereas the high-stakes exams have a clear focus on the use of thinking strategies. This paper explores the task setting and debriefing of Dutch geography teachers by analyzing twenty-three videotaped lessons in upper secondary education by using the Geography Task Categorization Framework. The results show that Dutch teachers mostly rely on textbooks when setting tasks. The focus lies on reproduction and the use of thinking strategies. Tasks aiming at (parts of) higher order thinking are barely used. Furthermore, teachers use tasks from previous high-stakes exams already used in an early stage of upper secondary education. In the debriefing of tasks, teachers move from simple and concrete to complex and abstract knowledge and vice versa. However, most of these movements aim at simplifying knowledge structures. In the observed lessons, curriculum aims at the level of (parts of) higher order thinking are not achieved. The evaluative rules as set by the high-stakes exams and the type of tasks offered by textbooks seem to be dominant.

scholarly journals Math and science outcomes for students of teachers from standard and alternative pathways in Texas

2020 ◽  
Vol 28 ◽  
pp. 27
Author(s):  
Michael Marder ◽  
Bernard David ◽  
Caitlin Hamrock
Keyword(s):  
Student Performance ◽  
Science Teachers ◽  
Algebra I ◽  
High Stakes ◽  
Alternative Pathways ◽  
Biology Students ◽  
University Preparation ◽  
Alternative Routes ◽  
Almost All ◽  
High Stakes Exams

Texas provides a unique opportunity to examine teachers without standard university preparation, for it prepares more teachers through alternative pathways than any other state. We find two advantages for mathematics and science teachers prepared in the standard way. First, since 2008 they have been staying in the classroom longer than those who pursued alternative routes. Second, we analyze student performance on Algebra 1 and Biology exams over the period 2012-2018. Algebra I students with experienced teachers from standard programs gain .03 to .05 in standard deviation units compared to students whose teachers were alternatively prepared. For Biology students there are fewer statistically significant differences, although when differences exist they almost all favor standard programs. These effects are difficult to measure in part because teachers are not assigned to teach courses with high-stakes exams at random. Nevertheless, we find strong evidence in Algebra I that students learn more when their teachers have standard preparation. In Biology there is also evidence but less compelling. Thus, we recommend that all states bolster traditional university-based teacher certification, that Texas not take drastic action to curtail alternative certification, and that other states not allow it to grow too quickly.

scholarly journals The Paris Agreement: Historic Breakthrough or High Stakes Experiment?

Climate Law ◽  
2016 ◽  
Vol 6 (1-2) ◽  
pp. 1-20 ◽  
Author(s):  
Meinhard Doelle
Keyword(s):  
Kyoto Protocol ◽  
Paris Agreement ◽  
Climate Regime ◽  
Top Down ◽  
High Stakes ◽  
Flexible Approach ◽  
Climate Negotiations ◽  
Loss And Damage ◽  
Self Differentiation

This article offers an overview of the two key outcomes of the 2015 Paris climate negotiations, the Paris cop decision, and the Paris Agreement. Collectively, they chart a new course for the un climate regime that started in earnest in Copenhagen in 2009. The Paris Agreement represents a path away from the top-down approach and rigid differentiation among parties reflected in the Kyoto Protocol, toward a bottom-up and flexible approach focused on collective long-term goals and principles. It represents an approach to reaching these long-term goals that is focused on self-differentiation, support, transparency, and review. The article highlights the key elements of the agreement reached in Paris, including its approach to mitigation, adaptation, loss and damage, finance, transparency, and compliance.

The Effects of High Stakes Educational Testing on Enrollments in an Era of Hyper-Expansion: Cross-National Evidence, 1960–2010

Social Forces ◽  
2020 ◽  
Author(s):  
Jared Furuta ◽  
Evan Schofer ◽  
Shawn Wick
Keyword(s):  
Regression Models ◽  
Institutional Context ◽  
Education For All ◽  
Educational Expansion ◽  
Panel Regression ◽  
High Stakes ◽  
Nation States ◽  
High Stakes Exams ◽  
The Impact ◽  
Cross National

Abstract How do national high-stakes exams affect educational expansion across the world? High-stakes exams are conventionally viewed as systems of exclusion that constrain enrollments. In this paper, we situate exams within a broader historical and institutional context and argue that the constraining effect of exams on educational enrollments is a recent phenomenon. Exam systems diffused globally at a time when schooling was a limited enterprise, linked to just a few occupational roles. The later emergence of more inclusive visions of education, culminating in the Education for All (EFA) movement, propelled rapid global educational expansion. In this context, national high-stakes exam systems institutionalize earlier logics of selective education and consequently blunt the impact of more recent expansionary norms. Using panel regression models and a newly constructed dataset of 142 countries from 1960 to 2010, we show that high-stakes exams are associated with lower enrollments. However, this association is strongest in recent years, and exams interact negatively with measures of international pro-educational norms and pressures on nation-states. These findings are consistent with our historical/institutional argument: Exams constrain enrollments in recent years, in part by rendering nations less responsive to global expansionary pressures.

Sign in / Sign up

Export Citation Format

Share Document