Gender Bias in New South Wales Higher School Certificate (HSC) Physics

A sense of belonging is an important factor for the persistence of girls in the study of physics. Content and imagery that presents the field as a masculine domain will undermine belonging and make it more difficult for girls to establish a physics identity that is congruent with their gender identity. The physics syllabus, final examinations and commonly used textbooks associated with the New South Wales Higher School Certificate were examined for gendered content. It was found that an emphasis on the history of physics in the syllabus has resulted in content and images in which male figures significantly outnumber female figures. This gendered content will be counter-productive to other efforts to increase the participation of girls in physics and suggestions on how this can be addressed are made.

Practices of Examiners in Marking English Essay at HSSC Level

The present study was carried out to spot the raters’ practices in marking English essays at the intermediate level in contrast to the marking system of O-level English language assessment in Punjab, Pakistan. The preceding researchers opined that a significant number of students fail in English as a subject. To unravel, the facts a sample of 350 HSSC (Higher Secondary School Certificate) paper raters with mixed experience, academic and professional qualifications have been taken randomly from the different districts of Punjab. Many of them had worked as examiners or sub-examiner for more than 10 years. The researchers formulated, piloted, and self-administered a questionnaire by visiting their workplaces. SPSS has been used to assay the data, and results have been generated. The results deduced that HSSC paper raters never exercised any rubric. They deduct and award scores on their individual judgments about the kind/number of mistakes, length of an essay, and handwriting. There has been found a scarcity of inter-rater reliability. Further, they are self-trained and are ignorant of the objectives; set in the national curriculum for HSSC. The current study is significant as it has implications onboard officials, policymakers, and examiners, which will finally promote skill-based learning.

Teachers' Predictions and Pupil Achievement in School Certificate

<p>This thesis examines the estimates of pupils' performances in School Certificate made by teachers at Hutt Valley High School over a six year period. It aims to assess the degree of accuracy of teacher predictions, in particular at the pass/fail boundary, and to identify and evaluate the relative importance of some correlates of accurate prediction. The data for this study is taken from school records showing for each class the name of the teacher and the estimated and achieved marks of each pupil in School Certificate for the period 1973 to 1978. The statistical analyses include the calculation of the Pearson Product-Moment Correlation Coefficient between the estimated and achieved marks of pupils in English, Mathematics, Science and French. Expectancy tables are provided to give greater detail of the accuracy of teacher's estimates at different points across the mark range. A multiple regression analysis is carried out in order to identify and evaluate the relative importance of some correlates of accurate prediction. The statistical section concludes with a summary analysis of the data from the subjects for the year following the major analysis. The results of the study show that the correlations between the estimated and achieved marks are greater in Mathematics and French than in English and Science, however, the estimated and achieved class means across subjects show greatest agreement in English and least agreement in Mathematics. Whilst variations across subjects and across years occur, in general teachers show a tendency to underestimate pupils at the upper end of the ability range and overestimate the marks of pupils at other points of the scale. A movement of approximately 16.5% across the pass/fail boundary was observed when comparing the estimated and achieved marks of pupils. The study also concludes that the only factor to reveal a substantial and systematic link with the quality of teachers' predictions was the ability level of the class under analysis - teachers were generally more able to predict the results of their pupils for higher ability than lower ability classes (English excepted).</p>

Teachers' Predictions and Pupil Achievement in School Certificate

<p>This thesis examines the estimates of pupils' performances in School Certificate made by teachers at Hutt Valley High School over a six year period. It aims to assess the degree of accuracy of teacher predictions, in particular at the pass/fail boundary, and to identify and evaluate the relative importance of some correlates of accurate prediction. The data for this study is taken from school records showing for each class the name of the teacher and the estimated and achieved marks of each pupil in School Certificate for the period 1973 to 1978. The statistical analyses include the calculation of the Pearson Product-Moment Correlation Coefficient between the estimated and achieved marks of pupils in English, Mathematics, Science and French. Expectancy tables are provided to give greater detail of the accuracy of teacher's estimates at different points across the mark range. A multiple regression analysis is carried out in order to identify and evaluate the relative importance of some correlates of accurate prediction. The statistical section concludes with a summary analysis of the data from the subjects for the year following the major analysis. The results of the study show that the correlations between the estimated and achieved marks are greater in Mathematics and French than in English and Science, however, the estimated and achieved class means across subjects show greatest agreement in English and least agreement in Mathematics. Whilst variations across subjects and across years occur, in general teachers show a tendency to underestimate pupils at the upper end of the ability range and overestimate the marks of pupils at other points of the scale. A movement of approximately 16.5% across the pass/fail boundary was observed when comparing the estimated and achieved marks of pupils. The study also concludes that the only factor to reveal a substantial and systematic link with the quality of teachers' predictions was the ability level of the class under analysis - teachers were generally more able to predict the results of their pupils for higher ability than lower ability classes (English excepted).</p>

Examining the Nature of Item Bias on Students’ Performance in National Examinations Council (NECO) Mathematics Senior School Certificate Dichotomously Scored Items in Nigeria

This study examined the nature of item bias on students’ performance in 2017 National Examinations Council (NECO) mathematics senior school certificate dichotomously scored items in Nigeria. The study adopted an ex-post-facto research design. A sample of 256,039 candidates was randomly selected from the population of 1,034,629 students who took the test. Instrument for data collection was 'Student Results' (SR). Data collected were analysed using the R language environment and an independent t-test. Results showed that the 2017 NECO Mathematics test was essentially unidimensional (-0.28 (<.20), ASSI = -0.31 (< 0.25) and RATIO = -0.31 (< 0.36). Results also showed that the nature of bias statistically encountered was a mean difference in scores bias, indicating that 86% (52 items), 79.1% (34 items), and 96% (56 items) were biased against male students, urban and public-school students, respectively. It was concluded that item bias is a notable factor that affected the validity of the NECO 2017 Mathematics test and conclusions drawn from the scores in Nigeria. Hence, it was recommended that before tests are administered for public use, examination bodies should make a careful review of tests through dimensionality assessment at the developmental stage to eliminate any perspectives that could cause test inequity among examinees.

WASHBACK EFFECT OF YEMENI GENERAL SECONDARY SCHOOL CERTIFICATE ENGLISH EXAMINATION ON TEACHERS' TEACHING PRACTICES AND CLASSROOM TESTING

The new trends in language testing towards the effect of testing in language learning and teaching helped in emerging a new concept ''washback'' or ''backwash'' to reflect the vital role that tests play, positively or negatively, in language learning and teaching. This study aims to investigate the washback effect of Yemeni General Secondary School Certificate English Examination (YGSSCEE) on teachers' teaching practices and classroom testing. The research methodology was quantitative approach design. Interview was used as a research instrument. The population of this study was 21 of English language teachers at Yemeni secondary schools namely: Aden, Abyan and Lahj. The study used purposive sampling method. The findings of the study revealed that teachers' teaching practices and classroom testing were, negatively, influenced by YGSSCEE. Most of the teachers used grammar translation method instead of implementation of communicative language teaching that was emphasized by Crescent English Course 6 for Yemen (CEC6Ym). Most of the teachers adapted the classroom tests from the past YGSSCEE papers. Reading, writing and grammar were given more emphasis; while listening skill was totally skipped in language teaching and testing. Most of the teachers considered the YGSSCEE as a role model in language teaching and testing in classrooms.

Establishing the Growth Rate of Mauritian Students’ Achievement in Mathematics for the Cambridge School Certificate Examination

As research must measure and precisely assess the effects of changes and advances in an area of endeavor, mathematics has played. It continues to play a key role in developing realms of science and technology. Academic performance is an important factor in determining an individual’s success or failure in mathematics. Mathematics is obligatory in Mauritius until students reach Grade 11, taking the Cambridge School Certificate Examination. However, in the case of Mauritius, the question of student success growth rate has not been properly explored. The aim of this research is to establish the rate of growth in student math performance for the Cambridge School Certificate Examination. The Verhulst logistic model is adapted for this purpose for the period 2012 to 2019. According to the findings, the predicted growth rate of student achievement in Mathematics Syllabus A, Mathematics Syllabus D, and Additional Mathematics are respectively lowered by about 2.42 percent, 1.86 percent, and 7.01 percent per year.