Stress and anxiety surrounding forthcoming Standard Assessment Tests in English schoolchildren

2012 ◽  
Vol 30 (4) ◽  
pp. 289-302 ◽  
Author(s):  
Dave W. Putwain ◽  
Liz Connors ◽  
Kevin Woods ◽  
Laura J. Nicholson
Keyword(s):  
Assessment Tests ◽  
Standard Assessment

Responses to a Learning Task at 6 Months and I.Q. Test Performance During the Preschool Years

1989 ◽  
Vol 12 (1) ◽  
pp. 101-114 ◽  
Author(s):  
Dale C. Farran ◽  
Lucy Ann Harber
Keyword(s):  
Test Performance ◽  
Day Care ◽  
Intervention Group ◽  
Learning Task ◽  
Control Group ◽  
Intervention Programme ◽  
Subsequent Test ◽  
Assessment Tests ◽  
Care Intervention ◽  
Standard Assessment

This research focused on 45 6-month-olds who were at risk for developmental delay due to poor socioeconomic circumstances, their responses to a learning task, and the subsequent prediction to performance on standardised tests during the preschool years. A rank classification for qualitative differences in learning proved preferable to a more complex behavioural count system. Task Rank was used to predict subsequent test performance on the Stanford Binet at 24, 36, and 48 months. Half the infants had been randomly assigned at birth to a day care intervention programme. Both Task Rank and the Bayley MDI at 6 months were good predictors of later test scores for the control group but not the day care intervention group. Responses to the learning task added significantly to the predictions obtained from the Bayley. These results suggest that tasks measured in infancy involving information processing in a novel situation are related to later functioning on standard assessment tests for children reared in less than optimal circumstances.

scholarly journals Curiosity killed the SAT: The role of research in redirecting performativity in initial teacher education

2018 ◽  
Vol 100 (1) ◽  
pp. 50-64
Author(s):  
Julian Stern
Keyword(s):  
Teacher Education ◽  
Academic Staff ◽  
Central Place ◽  
Initial Teacher Education ◽  
Assessment Tests ◽  
Standard Assessment ◽  
Performance Drivers ◽  
The Uk ◽  
The Relationship

Some see research as an esoteric, other-worldly, practice only to be completed by those unable to do anything ‘real’. Others – including some academics working in universities – see it as ‘just another thing to do’, a burden on already overworked staff, used as an excuse to set even more performance goals. Within initial teacher education, the challenges of research are often exacerbated by the performance and audit pressures related to professional standards. Nevertheless, some teacher education programmes have given research a central place, with students being systematically trained in action research or research-rich reflective practice – as in the Oxford internship scheme in the UK or the ACE scheme in Israel. Other programmes are described as ‘research-informed’, or as ‘drawing on’ (rather than participating in) research. But debates on the relationship between research and teacher education have rarely portrayed the direct link between academic staff, students of initial teacher education, and school pupils, as researchers. This chapter links the activities of all three groups, through the process of research. It focuses on the virtue of curiosity: the drive to discover, to make sense of the world, common to all people. Teacher education that is driven by curiosity will in turn be modelling the curiosity to be promoted in schools. Encouraging curiosity is a way of undermining or redirecting the performativity so well represented by chasing exam results, such as the UK's SATs (Standard Assessment Tests for 7-, 11- and 14-year-olds) or the USA's SAT (Scholastic Assessment Tests for 18-year-olds). Hence, curiosity can be used in such a way as to kill the power of SATs and other external performance-drivers, and can help return teacher education to a more holistic and virtuous practice.

scholarly journals Revolting families: The Catalan ‘opt out’ movement and practices of resistance against Standard Assessment Test (SAT). Some exploratory research

2019 ◽  
Vol 12 (1) ◽  
pp. 123-136 ◽  
Author(s):  
Jordi Collet-Sabé ◽  
Stephen J Ball
Keyword(s):  
Primary Education ◽  
Exploratory Research ◽  
Opting Out ◽  
Assessment Tests ◽  
Standard Assessment ◽  
Opt Out ◽  
Foucauldian Analysis ◽  
Depth Interviews ◽  
Ideological Context

Neoliberal policy technologies are spreading across the globe. Most go unrecognised and unopposed, but in some cases, they have provoked reactions and movements that reject or resist them. In this article we focus on one such movement of resistance, consisting of a network of families (the ‘opt out’ movement) that is boycotting the Standard Assessment Tests of primary education in Catalonia. We draw on exploratory research based on in-depth interviews with six of these families, as well as a review of articles, websites and documents produced by or about the movement. The participation of these families is examined in the light of Foucault’s notion of resistance in two different respects: resistance as a ‘tactical reversal’ and refusal as an ‘aesthetics of existence’. We begin with an outline of the global ideological context in which the Standard Assessment Tests are set, and then examine the background to the opt out movement’s resistance to the Standard Assessment Tests in Catalonia. This is followed by a Foucauldian analysis of this resistance, and then a description of the methodology used and the families interviewed. We make no significant empirical claims in the paper but rather seek to theorise certain paradoxes and tensions in relation to opting out and end with some remarks on the significance of the movement.

Screening for Malingering Using the Standard Assessment of Concussion

2008 ◽  
Author(s):  
Tina M. Zottoli ◽  
William B. Barr ◽  
Antoinette Regan
Keyword(s):  
Standard Assessment

Constructing Thematic Learning Lesson Plan to Guide Primary Education Student on Achieving Scientific Literacy

2019 ◽  
Author(s):  
Adib Rifqi Setiawan
Keyword(s):  
Primary Education ◽  
Scientific Literacy ◽  
Scientific Practice ◽  
Lesson Plan ◽  
Education Student ◽  
Educational Method ◽  
The Past ◽  
Assessment Tests ◽  
D Model ◽  
Thematic Learning

It is requisite that each activity is necessary to have a clear purpose as it was designed to be a well applicable plan. Scientific literacy indicates that science has value outside scientific practice is hardly modern idea and reality, although we lose sight of this history. Unfortunately, PISA study at 1999-2015 and several preexist works has shows that common science teachings don’t optimally guide students to achieve scientific literacy. As matter of fact, the answer to how to guide student achieving scientific literacy has not been obtained yet. By proposing this work, I am consider that thematic learning as an alternative method to guide students on achieving scientific literacy. Thematic learning is an educational method of teaching in which emphasis is given on choosing a specific theme for teaching concepts. It is based on integrating various information and use it to demonstrate the topic. Pedagogy of thematic learning is based on its exploration of broad areas in one theme. I don’t deny that the concept of integrating subjects to teach in Indonesian schools, generally is not new and has not been very successful in the past. In addition, some people consider thematic learning as an opportunity while others view it as having problems. The answer, however, to how thematic learning education implementation has not been studied yet comprehensively. Therefore, thematic learning lesson plans is very important to be designed then implemented. This work constructs lesson plan to guide primary education student on achieving scientific literacy, using R&D approach four-D model: define, design, develop, and disseminate. It gained lesson plan completed by student worksheets also assessment tests as well, that validated by experts and practitioners nor reliability counted based exclusively on test.

Psychology and the Neoliberal Self

2017 ◽  
Author(s):  
Sunil Bhatia
Keyword(s):  
Cultural Sensitivity ◽  
Call Center ◽  
Cross Cultural ◽  
Indian Culture ◽  
Neoliberal Globalization ◽  
Self Identity ◽  
Assessment Tests ◽  
Economic Concept ◽  
European Culture ◽  
American Psychology

This chapter investigates how neoliberal globalization is not just an economic concept or an economic condition; rather, it brings with it shifts in the spheres of culture psychology and identity. It specifically analyzes how personality and assessment tests and cross-cultural workshops on identity and difference that are primarily developed from Euro-American psychology are utilized in the Indian information technology and call center industry. The cross-cultural framework developed primarily by Western psychologists provided the most important tools, concepts, and vocabularies to understand “culture” in cultural sensitivity workshops and extended training seminars held for offshore companies, such as in India. These workshops promoted highly reified ideas about culture in which Indian work culture was viewed as inefficient, hierarchical, feudal, and indirect, whereas European culture was framed as egalitarian, professional, assertive, and non-hierarchical. This chapter reveals how neoliberal psychological discourses of self, identity, and happiness are becoming a mainstay of Indian culture and society.

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