scholarly journals Finnish Upper Secondary School Students’ Perceptions of Their Teachers’ Assessment Practices

2020 ◽  
Vol 13 (2) ◽  
pp. 23-42
Author(s):  
Toni Mäkipää ◽  
Najat Ouakrim-Soivio
Keyword(s):  
Secondary School ◽  
Assessment Literacy ◽  
Assessment Practices ◽  
Upper Secondary School ◽  
School Students ◽  
Web Based ◽  
Traditional Assessment ◽  
Upper Secondary ◽  
Upper Secondary Schools

The paper addresses Finnish students’ perceptions of assessment practices in upper secondary school. We study what experiences students have about assessment, and how they assess their ability to use and understand teachers’ feedback. The data were gathered on a web-based questionnaire to 918 students in four upper secondary schools. The questionnaire contained both closed-ended and open-ended questions. According to students’ responses, most students consider that they are able to use and understand their teachers’ feedback, and that teachers are prone to apply traditional assessment methods. The results pave the way for enhancing versatility in assessment practices. At the end of this paper, we will discuss the important role of assessment in teaching and how teachers’ assessment literacy could be enhanced and made more visible. We also ponder whether alongside teachers’ assessment literacy we should also consider students’ assessment literacy.

scholarly journals Subjective Understanding and Individual Interpretation of the Life Value “HEALTH” by the Second-Year Students of Lower Secondary Schools and of the First- and Second-Year Students of Upper Secondary Schools in Slovakia

2014 ◽  
Vol 4 (2) ◽  
pp. 1-18 ◽  
Author(s):  
Slávka Krásna
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Secondary School Students ◽  
Upper Secondary School ◽  
School Students ◽  
Upper Secondary ◽  
Second Year ◽  
Upper Secondary Schools ◽  
Individual Interpretation ◽  
Lower Secondary Schools

AbstractThe article focuses on the value “health”, as a component of the value orientation of students of lower secondary schools and upper secondary schools in our country. At the same time, it focuses on the presentation and interpretation of the results of a research conducted on a sample of students of selected schools, which was a part of a more comprehensive research on subjective understanding and individual interpretation of selected life values of lower secondary and upper secondary school students in Slovakia.

scholarly journals What Kind of Feedback is Perceived as Encouraging by Finnish General Upper Secondary School Students?

2021 ◽  
Vol 11 (1) ◽  
pp. 12
Author(s):  
Toni Mäkipää ◽  
Raili Hildén
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Teacher Assessment ◽  
Language Teachers ◽  
Assessment Practices ◽  
School Students ◽  
Language Teacher Education ◽  
Upper Secondary ◽  
Language Classes ◽  
Upper Secondary Schools

Our main aim in this study was to compare encouraging feedback practices in Finnish general upper secondary foreign language classes and examine how students perceive language teachers’ assessment practices. The participants were 160 students of English, 95 students of Swedish, and 27 students of French from six general upper secondary schools. The data comprised one open-ended question and one Likert scale question with nine items. Both qualitative and quantitate methods were used to analyze the data. The results showed that content was the most important feature in feedback that was perceived as encouraging by students. The results further indicated that students considered teacher assessment practices to be primarily summative, but differences were also found between schools. The evidence from this study suggests that students appreciate teacher feedback, but do not perceive it to be an intrinsic part of teacher assessment practices. The importance of formative assessment and feedback should be more heavily emphasized in foreign language teacher education.

scholarly journals Effectiveness of the reflection-based reciprocal teaching approach for reading comprehension achievement in upper secondary school in Myanmar

2021 ◽  
Author(s):  
Tun Zaw Oo ◽  
Andrea Magyar ◽  
Anita Habók
Keyword(s):  
Reading Comprehension ◽  
Secondary School ◽  
Classroom Environment ◽  
Teaching Method ◽  
Reciprocal Teaching ◽  
Control Group ◽  
Upper Secondary School ◽  
School Students ◽  
Upper Secondary ◽  
Experimental Group

AbstractThis study investigates the effectiveness of the reflection-based reciprocal teaching (RBRT) approach for Myanmar upper secondary school students’ reading comprehension in English. In the RBRT approach, the main frame is based on the reflective teaching model for reading comprehension (Oo and Habók in Int Electron J Elementary Educ 13(1):127–138, 2020), in which the reciprocal teaching method (involving questioning, clarifying, summarizing, and predicting) was applied. This study used cluster randomized trials. Two groups participated in the research: the experimental group, who were taught with the RBRT approach, and the control group, who were taught with traditional methods. Results showed that the RBRT approach has a strong effect on students’ English reading comprehension achievement. The experimental group increased its achievement on the posttest significantly, and the students’ results showed high effect size. It was also found that teachers’ reflection on the instructional context had a considerable impact on raising students’ reading comprehension achievement. The RBRT approach can be successfully applied in the classroom environment to develop students’ reading comprehension in English in Myanmar.

Identity in adolescence and emerging adulthood: relationships with emotional and educational factors

2013 ◽  
Vol 44 (3) ◽  
pp. 266-276 ◽  
Author(s):  
Konrad Piotrowski
Keyword(s):  
Identity Development ◽  
Secondary School ◽  
Secondary School Students ◽  
Identity Crisis ◽  
Upper Secondary School ◽  
Lower Secondary School ◽  
School Students ◽  
Identity Statuses ◽  
Upper Secondary ◽  
Shame And Guilt

Abstract In the processual approach to identity, the role of the interaction between subjective and contextual factors in the process of its development is emphasized. Based on the model of Luyckx et al. (2008) relationships between identity and educational context, as well as the tendency to experience shame and guilt were analyzed.. 821 people aged from 14-25 and belonging to six educational groups: (1) lower secondary school, (2) basic vocational school, (3) technical upper secondary school, (4) general upper secondary school, (5) post-secondary school (medical rescue, massage therapy, cosmetology, occupational therapy) and (6) university, took part in the research. Two questionnaires were used: The Dimensions of Identity Development Scale (DIDS), to allow the measurement of the five dimensions of identity postulated by Luyckx et al (2008) and The Personal Feelings Questionnaire-2 (PFQ-2, Harder, Zalma, 1990) to measure of the shame and guilt proneness. The results show that general upper secondary school students in terms of the dimensions of identity are closer to lower secondary school students rather than to their peers from technical and vocational schools. Among general upper secondary school students not only was a higher intensity of an identity crisis observed, but also a strong tendency to experience shame and guilt. Among lower secondary school students and general upper secondary school students, people with diffusion and moratorium as identity statuses prevailed, while in the remaining groups the achievement and foreclosure identity were observed more frequently. A general relationship was also observed, namely, a greater tendency to experience shame was associated with a higher intensity of an identity crisis.

Trying to fit in – Upper secondary school students’ negotiation processes between sports culture and youth culture

2017 ◽  
Vol 54 (4) ◽  
pp. 445-458 ◽  
Author(s):  
Stine Frydendal Nielsen ◽  
Lone Friis Thing
Keyword(s):  
Secondary School ◽  
Youth Culture ◽  
School Context ◽  
Upper Secondary School ◽  
School Students ◽  
Physically Active ◽  
Sports Culture ◽  
Norbert Elias ◽  
Upper Secondary ◽  
Group Interviews

In this paper we present results concerning how students in a Danish upper secondary school negotiate between sports culture and the prevailing norms of youth culture in a local school context. The study shows that it can be rather difficult for young people to combine sports culture with the local youth culture, because living a healthy and physically active life doesn’t fit very well with the prevailing norms of youth culture, which involve a dominant social arena characterized by parties and alcohol. By applying the figurational sociology of Norbert Elias, this article shows that being included in a sports figuration can result in exclusion from the youth figuration. Young athletic students are therefore in a constant process of negotiation, where they struggle to fit into both sport and non-sport related contexts, because it is important to belong within both. The study is based on 16 focus group interviews [N=120] conducted over four years in one Danish upper secondary school.

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