FRINK Linked Data Fragments server

Matches in SemOpenAlex for { <https://semopenalex.org/work/W18740692> ?p ?o ?g. }

• W18740692 abstract "The documentation of learning is a weakness of all schools and systems, leading to complaints about the lack of information and a press for teacher accountability. Current solutions to increase information about learning and improve accountability promote standardised (and national) testing of student cohorts and/or better use of often-archaic classroom assessment results. System-wide testing,while not without value for some purposes, is very limited in its contribution to improving classroom practice. In particular testing is a process detached from the needs of classroom teachers and given the time for results to be returned, unhelpful in timely decision making.Assessment of students by teacher judgement is a general feature of classroom teaching but its quality is often unknown. This thesis addresses the history and application of teacher judgement assessment and then analyses teacher and test assessments of the same populations of students (from South Australia in 1997 and 1998). The analyses establish the comparability of the assessment processes, and thus one basis for inferring the quality of teacher judgement. The purpose is to test the feasibility of using teacher judgement assessments, calibrated to scales of learning, as the prime data to record, manage and report learning and monitor its change over time.In curricula structured in levels, as apply in some Australian school systems, one possibility for recording assessments is in the form of the level judged to be most recently achieved. Over an extended time frame a general trajectory of learning for each student can be documented. If the progress made as a student learns new skills, knowledge and understandings could be assessed and recorded by a teacher in finer detail than a level, a basis might exist for documenting learning with utility for teachers, students and all other parties interested in being kept informed. These two broad ideas, the teacher's concept of learning in a specific strand of the curriculum and the mandated test as one method to describing that learning, are brought together to appraise the feasibility of creatingmethods of assessing and recording learning, built upon the constructs rather than any particular test or assessment process.The data analysed are unique. They are limited to two calendar years (1997 and 1998) for two learning areas and are useful in estimating the potential for teacher and test assessments to track the learning development of students over time in the same fashion. Within the limitations of the data the potential of teachers to record the learning development of students directly, using broad scales tolocate their current learning status is confirmed. Very strong similarities are found in the general characteristics of the data once the teacher scale is transformed to the scale of the test. Both assessment processes show increments in mean leaning for age cohorts grouped in 0.1 of year of age and smooth growth trajectories with age and Year level. Both processes show marked gender differences for English language, trivial gender differences for mathematics. Both processes showwithin Year level patterns by age and gender that are consistent with test data analyses found elsewhere.When case studies for individual schools are examined, it is clear that at some sites teachers assesswith high correlation to the test scores, indicating the potential for easily recalibrating some teachersto increase the match of the assessments from the two processes. It appears potentially feasible to design classroom and school assessment systems on the basis of teacher judgement assessment data as the prime data source. Test data can be integrated readily and usefully into the scheme. The issues that need further consideration are outlined along with the general implications for support toteachers, training and re-training and some broader data management issues for classrooms, schools and systems. Subject to the resolution of a number of design issues, schools and school systems might then optimise the skills of teachers as both managers and documenters of learning. This would allow for the professional skills of teachers to be acknowledged and capitalised upon. Rather than the assessment skills of teachers being directly derided, or derided by implication as a consequence of externally imposed testing procedures, testing arrangements might be reconfigured to support and confirm the quality of teacher judgement assessments." @default.
• W18740692 created "2016-06-24" @default.
• W18740692 creator A5082917319 @default.
• W18740692 date "2010-01-01" @default.
• W18740692 modified "2023-09-26" @default.
• W18740692 title "Measuring student progress in school: a role for teacher judgement" @default.
• W18740692 hasPublicationYear "2010" @default.
• W18740692 type Work @default.
• W18740692 sameAs 18740692 @default.
• W18740692 citedByCount "0" @default.
• W18740692 crossrefType "dissertation" @default.
• W18740692 hasAuthorship W18740692A5082917319 @default.
• W18740692 hasConcept C111472728 @default.
• W18740692 hasConcept C114614502 @default.
• W18740692 hasConcept C138885662 @default.
• W18740692 hasConcept C145420912 @default.
• W18740692 hasConcept C151730666 @default.
• W18740692 hasConcept C15744967 @default.
• W18740692 hasConcept C17744445 @default.
• W18740692 hasConcept C188231857 @default.
• W18740692 hasConcept C19417346 @default.
• W18740692 hasConcept C197947376 @default.
• W18740692 hasConcept C199360897 @default.
• W18740692 hasConcept C199539241 @default.
• W18740692 hasConcept C2776007630 @default.
• W18740692 hasConcept C2776016342 @default.
• W18740692 hasConcept C2776548248 @default.
• W18740692 hasConcept C2777267654 @default.
• W18740692 hasConcept C2779530757 @default.
• W18740692 hasConcept C33923547 @default.
• W18740692 hasConcept C41008148 @default.
• W18740692 hasConcept C47177190 @default.
• W18740692 hasConcept C509550671 @default.
• W18740692 hasConcept C56666940 @default.
• W18740692 hasConcept C71924100 @default.
• W18740692 hasConcept C73126755 @default.
• W18740692 hasConcept C86803240 @default.
• W18740692 hasConceptScore W18740692C111472728 @default.
• W18740692 hasConceptScore W18740692C114614502 @default.
• W18740692 hasConceptScore W18740692C138885662 @default.
• W18740692 hasConceptScore W18740692C145420912 @default.
• W18740692 hasConceptScore W18740692C151730666 @default.
• W18740692 hasConceptScore W18740692C15744967 @default.
• W18740692 hasConceptScore W18740692C17744445 @default.
• W18740692 hasConceptScore W18740692C188231857 @default.
• W18740692 hasConceptScore W18740692C19417346 @default.
• W18740692 hasConceptScore W18740692C197947376 @default.
• W18740692 hasConceptScore W18740692C199360897 @default.
• W18740692 hasConceptScore W18740692C199539241 @default.
• W18740692 hasConceptScore W18740692C2776007630 @default.
• W18740692 hasConceptScore W18740692C2776016342 @default.
• W18740692 hasConceptScore W18740692C2776548248 @default.
• W18740692 hasConceptScore W18740692C2777267654 @default.
• W18740692 hasConceptScore W18740692C2779530757 @default.
• W18740692 hasConceptScore W18740692C33923547 @default.
• W18740692 hasConceptScore W18740692C41008148 @default.
• W18740692 hasConceptScore W18740692C47177190 @default.
• W18740692 hasConceptScore W18740692C509550671 @default.
• W18740692 hasConceptScore W18740692C56666940 @default.
• W18740692 hasConceptScore W18740692C71924100 @default.
• W18740692 hasConceptScore W18740692C73126755 @default.
• W18740692 hasConceptScore W18740692C86803240 @default.
• W18740692 hasLocation W187406921 @default.
• W18740692 hasOpenAccess W18740692 @default.
• W18740692 hasPrimaryLocation W187406921 @default.
• W18740692 hasRelatedWork W1554955087 @default.
• W18740692 hasRelatedWork W1906467711 @default.
• W18740692 hasRelatedWork W1983129631 @default.
• W18740692 hasRelatedWork W2029469376 @default.
• W18740692 hasRelatedWork W2043595319 @default.
• W18740692 hasRelatedWork W2056363575 @default.
• W18740692 hasRelatedWork W2086239776 @default.
• W18740692 hasRelatedWork W2184599539 @default.
• W18740692 hasRelatedWork W2601520988 @default.
• W18740692 hasRelatedWork W2618209812 @default.
• W18740692 hasRelatedWork W2766743722 @default.
• W18740692 hasRelatedWork W2819614931 @default.
• W18740692 hasRelatedWork W2993663481 @default.
• W18740692 hasRelatedWork W3048320981 @default.
• W18740692 hasRelatedWork W3130718450 @default.
• W18740692 hasRelatedWork W36778657 @default.
• W18740692 hasRelatedWork W71222220 @default.
• W18740692 hasRelatedWork W915647594 @default.
• W18740692 hasRelatedWork W2188193503 @default.
• W18740692 hasRelatedWork W2611354286 @default.
• W18740692 isParatext "false" @default.
• W18740692 isRetracted "false" @default.
• W18740692 magId "18740692" @default.
• W18740692 workType "dissertation" @default.