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MacIntyre, Christine Campbell. "Criterion-referenced assessment for modern dance education." Thesis, University of Stirling, 1985. http://hdl.handle.net/1893/2182.
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This study monitored the conceptualisation, implementation and evaluation of criterion-referenced assessment for Modern Dance by two teachers specifically chosen because they represented the two most usual stances in current teaching i.e. one valuing dance as part of a wider, more general education, the other as a performance art. The Review of Literature investigated the derivation of these differences and identified the kinds of assessment criteria which would be relevant in each context. It then questioned both the timing of the application of the criteria and the benefits and limitations inherent in using a pre-active or re-active model. Lastly it examined the philosophy of criterion-referenced assessment and thereafter formulated the main hypothesis, i. e. "That criterion-referenced assessment is an appropriate and realistic method for Modern Dance in schools". Both the main and sub-hypotheses were tested by the use of Case Study/Collaborative Action research. In this chosen method of investigation the teachers' actions were the primary focus of study while the researcher played a supportive but ancillary role. The study has three sections. The first describes the process experienced by the teachers as they identified their criteria for assessment and put their new strategy into action. It shows the problems which arose and the steps which were taken to resolve them. It gives exemplars of the assessment instruments which were designed and evaluates their use. It highlights the differences in the two approaches to dance and the different competencies required by the teachers if their criterion-referenced strategy was adequately and validly to reflect the important features of their course. In the second section the focus moves from the teachers to the pupils. Given that the pupils have participated in different programmes of dance, the study investigates what criteria the pupils spontaneously use and what criteria they can be taught to use. It does this through the introduction of self-assessment in each course. In this way the pupils' observations and movement analyses were made explicit and through discussion, completing specially prepared leaflets and using video, they were recorded and compared. And finally, the research findings were circulated to a larger number of teachers to find to what extent their concerns and problems had been anticipated by the first two and to discover if they, without extensive support, could also mount a criterion-referenced assessment strategy with an acceptable amount of effort and within a realistic period of time. And given that they could, the final question concerned the evaluations of all those participants i.e. teachers, parents and pupils. Would this extended group similarly endorse the strategy and strengthen the claim that criterion-referenced assessment was a valid and beneficial way of assessing Modern Dance in Schools?
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Reynolds, J. Karen. "Criterion-referenced assessment and evaluation as socially situated practice." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq25144.pdf.
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Wikström, Christina. "Criterion-referenced measurement for educational evaluation and selection." Doctoral thesis, Umeå universitet, Beteendevetenskapliga mätningar, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-492.
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In recent years, Sweden has adopted a criterion-referenced grading system, where the grade outcome is used for several purposes, but foremost for educational evaluation on student- and school levels as well as for selection to higher education. This thesis investigates the consequences of using criterion-referenced measurement for both educational evaluation and selection purposes. The thesis comprises an introduction and four papers that empirically investigate school grades and grading practices in Swedish upper secondary schools. The first paper investigates the effect of school competition on the school grades. The analysis focuses on how students in schools with and without competition are ranked, based on their grades and SweSAT scores. The results show that schools that are exposed to competition tend to grade their students higher than other schools. This effect is found to be related to the use of grades as quality indicators for the schools, which means that schools that compete for their students tend to be more lenient, hence inflating the grades. The second paper investigates grade averages over a six-year period, starting with the first cohort who graduated from upper secondary school with a GPA based on criterion-referenced grades. The results show that grades have increased every year since the new grading system was introduced, which cannot be explained by improved performances, selection effects or strategic course choices. The conclusion is that the increasing pressure for high grading has led to grade inflation over time. The third paper investigates if grading practices are related to school size. The study is based on a similar model as paper I, but with data from graduates over a six-year period, and with school size as the main focus. The results show small but significant size effects, suggesting that the smallest schools (<300 students) are higher grading than other schools, and that the largest schools (>1000 students) are lower grading than other schools. This is assumed to be an effect of varying assessment practices, in combination with external and internal pressure for high grading. The fourth and final paper investigates if grading practices differ among upper secondary programmes, and how the course compositions in the programmes affect how students are ranked in the process of selection to higher education. The results show that students in vocationally oriented programmes are higher graded than other students, and also favoured by their programmes’ course compositions, which have a positive effect on their competitive strength in the selection to higher education. In the introductory part of the thesis, these results are discussed from the perspective of a theoretical framework, with special attention to validity issues in a broad perspective. The conclusion is that the criterion-referenced grades, both in terms of being used for educational evaluation, and as an instrument for selection to higher education, are wanting both in reliability and in validity. This is related to the conflicting purposes of the instruments, in combination with few control mechanisms, which affects how grades are interpreted and used, hence leading to consequences for students, schools and society in general.
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Dyson, Kaitlyn Nicole. "Predicting Performance on Criterion-Referenced Reading Tests with Benchmark Assessments." BYU ScholarsArchive, 2008. https://scholarsarchive.byu.edu/etd/1483.
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The current research study investigates the predictive value of two frequently-used benchmark reading assessments: Developmental Reading Assessment (DRA) and the Dynamic Indicators of Basic Early Literacy Skills (DIBELS). With an increasing emphasis on high-stakes testing to measure reading proficiency, benchmark assessments may assist in predicting end-of-year performance on high-stakes testing. Utah's high-stakes measurement of end-of-year reading achievement is the English Language Arts Criterion-Referenced Test (ELA-CRT). A Utah urban school district provided data for students who completed the DRA, DIBELS, and ELA-CRT in the 2005-2006 school year. The primary purpose of the study was to determine the accuracy to which the Fall administrations of the DRA and the DIBELS predicted performance on the ELA-CRT. Supplementary analysis also included cross-sectional data for the DIBELS. Results indicated that both Fall administrations of the DRA and the DIBELS were statistically significant in predicting performance on the ELA-CRT. Students who were high risk on the benchmark assessments were less likely to score proficiently on the ELA-CRT. Also, demographic factors did not appear to affect individual performance on the ELA-CRT. Important implications include the utility of data collected from benchmark assessments to address immediate interventions for students at risk of failing end-of-year, high-stakes testing.
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Kerrison, Terence Michael. "A study of the effect of criterion-referencing on teaching, learning and assessment in secondary schools." Thesis, Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18047300.
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Walker, Shunda F. "Comparing Fountas and Pinnell's Reading Levels to Reading Scores on the Criterion Referenced Competency Test." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/1987.
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Reading competency is related to individuals' success at school and in their careers. Students who experience significant problems with reading may be at risk of long-term academic and social problems. High-quality measures that determine student progress toward curricular goals are needed for early identification and interventions to improve reading abilities and ultimately prevent subsequent failure in reading. The purpose of this quantitative nonexperimental ex post facto research study was to determine whether a correlation existed amongst student achievement scores on the Fountas and Pinnell Reading Benchmark Assessment and reading comprehension scores on the Criterion Reference Competency Test (CRCT). The item response theory served as the conceptual framework for examining whether a relationship exists between Fountas and Pinnell Benchmark Instructional Reading Levels and the reading comprehension scores on the CRCT of students in Grades 3, 4, and 5 in the year 2013-2014. Archival data for 329 students in Grades 3-5 were collected and analyzed through Spearman's rank-order correlation. The results showed positive relationships between the scores. The findings promote positive social change by supporting the use of benchmark assessment data to identify at-risk reading students early.
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Domaleski, Christopher Stephen. "Exploring the Efficacy of Pre-Equating a Large Scale Criterion-Referenced Assessment with Respect to Measurement Equivalence." Digital Archive @ GSU, 2006. http://digitalarchive.gsu.edu/eps_diss/3.
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This investigation examined the practice of relying on field test item calibrations in advance of the operational administration of a large scale assessment for purposes of equating and scaling. Often termed “pre-equating,” the effectiveness of this method is explored for a statewide, high-stakes assessment in grades three, five, and seven for the content areas of language arts, mathematics, and social studies. Pre-equated scaling was based on item calibrations using the Rasch model from an off-grade field test event in which students tested were one grade higher than the target population. These calibrations were compared to those obtained from post-equating, which used the full statewide population of examinees. Item difficulty estimates and Test Characteristic Curves (TCC) were compared for each approach and found to be similar. The Root Mean Square Error (RMSE) of the theta estimates for each approach ranged from .02 to .12. Moreover, classification accuracy for the pre-equated approach was generally high compared to results from post-equating. Only 3 of the 9 tests examined showed differences in the percent of students classified as passing; errors ranged from 1.7 percent to 3 percent. Measurement equivalence between the field test and operational assessment was also explored using the Differential Functioning of Items and Tests (DFIT) framework. Overall, about 20 to 40 percent of the items on each assessment exhibited statistically significant Differential Item Functioning (DIF). Differential Test Functioning (DTF) was significant for fully 7 tests. There was a positive relationship between the magnitude of DTF and degree of incongruence between pre-equating and post-equating. Item calibrations, score consistency, and measurement equivalence were also explored for a test calibrated with the one, two, and three parameter logistic model, using the TCC equating method. Measurement equivalence and score table incongruence was found to be slightly more pronounced with this approach. It was hypothesized that differences between the field test and operational tests resulted from 1) recency of instruction 2) cognitive growth and 3) motivation factors. Additional research related to these factors is suggested.
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Moulding, Louise Richards. "An Evaluative Argument-Based Investigation of Validity Evidence for the Utah Pre-Algebra Criterion-Referenced Test." DigitalCommons@USU, 2001. https://digitalcommons.usu.edu/etd/6162.
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This study collected evidence to address the assumptions underlying the use of the Utah Core Assessment to Pre-Algebra (UCAP) to (a) measure student achievement in pre-algebra, and (b) assist teachers in making adjustments to instruction. An evaluative argument was defined to guide the collection of evidence. Each of the assumptions in the evaluative argument was addressed using data from a suburban northern Utah school district. To collect the evidence, test content was examined including item match to course objectives, reliability, and subtest intercorrelations. Analyses of correlations of the UCAP with convergent and discriminant measures were completed using student test data (N = 1,461), including an examination of both the pattern of correlations and tests of statistical significance. Pre-algebra teachers (N = 12) were interviewed to ascertain the degree to which UCAP results were used to make necessary adjustments to instruction.
It was found that the UCAP was technically sound, but measured only 65% of course objectives. Correlation coefficients were analyzed using pattern comparisons and tests of statistical significance. It was found that the pattern of correlation coefficients and the distinction of convergent and discriminant measures supported the UCAP as a measure of mathematics. Teacher interview data revealed that teachers did not make substantive adjustments to the instruction of pre-algebra based on test scores.
Based on these results it was concluded that the underlying assumptions concerning the use of the UCAP were not fully supported. The lack of complete coverage of the pre-algebra course objectives calls into question the ability of the UCAP scores to be used as measures of student achievement, in spite of the technical quality of the test. There was support for the assumption that the UCAP measures mathematics. There was little evidence that teachers use the UCAP score reports to make meaningful and appropriate adjustments to instruction. More evidence is needed to understand the factors that may have led to this lack of use.
The evaluative argument framework defined in this study provides guidance for future research to collect evidence of the validity of decisions based on UCAP scores.
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McDaniels, Darl. "A predictive validation study of criterion-referenced tests for the certification of soldiers in specialist-level military training programs." W&M ScholarWorks, 1988. https://scholarworks.wm.edu/etd/1539618311.
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Problem. This study assessed the predictive validity of criterion-referenced tests in a military setting with cutoff scores set by the Angoff and conventional score-setting methods.;Procedure. Thirty-six instructors and thirty-six specialists assessed each test item for job relevance and the probability that a minimally competent person would answer each question correctly, resulting in a new test cutoff score. Intragroup variability and interrater reliability of judgments were calculated. Test predictive validity assessment compared classroom test scores, supervisory rating scores, and skill qualification test scores of 100 job performers based on the two score-setting methods. Sample sizes varied from 17 to 100. Behaviorally anchored rating scale was used to estimate soldier performance effectiveness. Hypotheses were tested using analysis of variance, a correlation procedure by Ebel, t-test, and Pearson Product-Moment correlation. Null was accepted or rejected at.05 level of significance.;Results. Findings follow: (1) intragroup variability and interrater reliability of judges' estimates were statistically significant; (2) strengths of correlation coefficients for classroom test scores (CTS) and supervisory rating scores (SRS) under Angoff method exceeded r values for scores under conventional method; (3) strength of correlation coefficient for CTS and skill qualification test (SQT) scores under conventional method exceeded r value for scores under Angoff method; (4) correlation coefficients for CTS and SRS were statistically significant for Angoff "accepts" but not for Angoff "rejects" in three of four job performance areas, and means of SRS of the two groups of job performers were significantly different; and (5) correlation coefficient for CTS and SQT scores was statistically significant for Angoff "accepts" but not for Angoff "rejects" and means of SQT scores of the two groups of job performers were significantly different.;Conclusions. The Angoff cutoff score-setting method provides an effective means for setting criterion-referenced test cutoff scores. The Angoff and present score setting methods yield significantly different test standards. The score derived by the empirical method is a better measure of minimum job requirements of an entry-level performer, thereby enhancing the predictive validity of the classroom test. Recommendations for future research are included.
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Campbell, Chad. "Assessing Student Understanding of the "New Biology": Development and Evaluation of a Criterion-Referenced Genomics and Bioinformatics Assessment." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1374118655.
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Phemister, Art W. "The effects of Georgia's Choice curricular reform model on third grade science scores on the Georgia Criterion Referenced Competency Test." Lynchburg, Va. : Liberty University, 2009. http://digitalcommons.liberty.edu.
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Bishop, Nilda Soto. "Implementation and Assessment of a Test Anxiety Reduction Program with 10th Graders and Their Subsequent Performance on the MontCAS Criterion Referenced Test." The University of Montana, 2007. http://etd.lib.umt.edu/theses/available/etd-03282007-161609/.
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This quantitative study investigated the relationship between performance on the MontCAS Criterion Referenced Test of 10th graders at Corvallis High School, Corvallis, Montana who participated in a systematic program for test anxiety reduction, and 10th graders who took the MontCAS but did not participate in the test anxiety reduction program. The population included all 10th graders at Corvallis High School who failed to achieve a score of proficient or higher, or who achieved in the low-proficient range on either the reading or math section on the last MontCAS administration, which was two years prior to this study. Fifteen students were assigned to each the experimental and control groups. The experimental group was exposed to a four hour test anxiety group protocol. The control group received no intervention prior to the test. The intervention design was based on results of meta-analyses of test anxiety research identifying effective treatment approaches. Overall in this study, the test anxiety program did not produce significantly improved test performance among experimental group members as compared to the control group, although some possible trends were noted. Some potential reasons for this lack of significance, including the small sample size, are discussed, as well as recommendations for further research in this important area.
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Benn, Kenneth Robert Andrew. "A classroom-based investigation into the potential of a computer-mediated criterion-referenced test as an evaluation instrument for the assessment of primary end user spreadsheet skills." Thesis, Rhodes University, 1994. http://hdl.handle.net/10962/d1003328.
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The demand for innovative end users of information technology is increasing along with the proliferation of computer equipment within the workplace. This has resulted in increasing demands being made upon educational institutions responsible for the education of computer end users. The demands placed upon the teachers are particularly high. Large class groups and limited physical resources make the task especially difficult. One of the most time consuming, yet important, tasks is that of student evaluation. To effectively assess the practical work of information technology students requires intensive study of the storage media upon which the students'efforts have been saved. The purpose of this study was to assess the suitability of criterion-referenced testing techniques applied to the evaluation of end user computing students. Objective questions were administered to the students using Question Mark, a computer-managed test delivery system which enabled quick and efficient management of scoring and data manipulation for empirical analysis. The study was limited to the classroom situation and the assessment of primary spreadsheet skills. In order to operate within these boundaries, empirical techniques were used which enabled the timeous analysis of the students' test results. The findings of this study proved to be encouraging. Computer-mediated criterion-referenced testing techniques were found to be sufficiently reliable for classroom practice when used to assess primary spreadsheet skills. The validation of the assessment technique proved to be problematic because of the constraints imposed by normal classroom practice as well as the lack of an established methodology for evaluating spreadsheet skills. However, sufficient evidence was obtained to warrant further research aimed at assessing the use of computer-mediated criterion-referenced tests to evaluate information technology end user learning in situations beyond the boundaries of the classroom, such as a national certification examination.
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Pucheu, Paula Marie. "An Investigation of the Relationships Between the Scoring Rubrics Inventory and the Metacognitive Awareness Inventory as Reported by Secondary School Core-Subject Teachers." ScholarWorks@UNO, 2008. http://scholarworks.uno.edu/td/663.
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The promise of increased student achievement through educational reform is delivered still-born if teachers do not know how to implement complex instructional practices and sophisticated analysis of student performance. Metacognitive awareness is crucial to the adoption and application of proven educational initiatives. Teachers who successfully implement criterion-referenced assessment instruction, scoring rubrics, transfer to their students the metacognitive knowledge and skills of how to learn. This study is predicated on the research assumptions that metacognition and its attendant skills are critical to the successful implementation of scoring rubrics. A researcher-developed instrument, the Scoring Rubrics Inventory (SRI) and the Metacognitive Awareness Inventory (MAI) were distributed to core-subject teachers from three large public schools in Southwest Louisiana. From a population of sixty-eight (N=68) voluntary participants, eighteen teacher-participants self-reported as high implementers of scoring rubrics, thirty-nine as mid-level implementers and eleven as low-level implementers. From this population, twelve subjects were randomly selected (four high, four mid-level, and four lowlevel implementers) by an outside rater for double-blind observations and interviews. Pearson Product Moment correlations of the SRI and the MAI revealed five significant pairings using an alpha level of .05. The statistical results, coupled with the observation and interview findings from the sample-subjects established the consistency and stability of the Scoring Rubrics Inventory. Further, the totality of the results reported here support the research hypothesis of the study: H1: There is a significant correlation between the metacognitive awareness of secondary school core-subject teachers and the successful implementation of scoring rubrics. The results of the study indicated that secondary school core-subject teachers who successfully implement scoring rubrics possess a metacognitive awareness that transcends professional development training. The findings also suggested that teacher-participants who do not implement scoring rubrics either cannot or lack commitment to the innovation. Implications for teacher educators and school leaders indicated the need to: identify those persons who require additional professional development training; include operational strategies and modeling of successful implementation during training; and maintain a consistent training program in scoring rubrics. Recommendations for future research were offered.
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Compton, Stephen. "Assessment For Learning : a comparative study of formative assessment practices in two upper-secondary schools." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-85302.
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Formative assessment lies not in enhancing what is, but in advancing toward what will be. Little research has been conducted on formative assessment practices, nor collegial practices in an EFL context. The purpose of the current study is to determine what formative assessment practices are in place in two upper-secondary schools and the impact that collegial learning plays in the adoption of these practices. This qualitative research design comprises four teachers and ten pupils using the focus group interview method. The findings reveal that there are several disparities in the two schools with regards to the adoption of formative practices, with one adhering to summative procedures. Furthermore, one of the more significant findings emerging from this study is that there seems to be a relation between collegial learning and common assessment practices. This finding has pedagogical implications which could be usefully explored in further research. Finally, this study also highlights that formative assessment practices can be implemented successfully without any resistance or reluctance from the learners.
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Malm, Eva-Lott. "Det är en het potatis! Lärares uppfattningar om vilka bedömningskriterier de använder vid betygssättning i de naturorienterande ämnena." Thesis, Linköping University, Department of Thematic Studies, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-2873.
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The purpose of this research is to survey and describe some science teachers’ conceptions of which assessment criteria they use at the marking process. Questions which are relevant for this research are the following:
1. Which assessment methods form the basis for science teachers’ marking process?
2. Which knowledge qualities are assessed and marked by science teachers?
3. How do science teachers use national curriculum and marking criterions?
Five qualitative interviews of science teachers were performed. The interview material was analyzed by a phenomenographical analysis method.
The result from the first problem consists of the descriptive categories: Science methodology and Oral and written use of language.
The result from the second problem consists of the descriptive categories: The students´ ability to use science knowledge in different contexts, The students´ ability to use science vocabulary, The students´ ability to develop science knowledge, and The students´ behavior.
The result from the third problem consists of the descriptive categories: As a support in the marking process, As a material for discussion, and As a way to communicate objects to students.
Undersökningens syfte är att kartlägga och beskriva några NO-lärares uppfattningar om vilka bedömningskriterier de använder vid betygssättning. Frågor som är relevanta för den här undersökningen är följande:
1. Vilka bedömningsformer utgör underlag för NO-lärares betygssättning?
2. Vilka kunskapskvaliteter bedömer och betygssätter NO-lärare?
3. Hur använder NO-lärare nationella kursplaner och betygskriterier?
Fem kvalitativa intervjuer genomfördes med NO-lärare. Intervjumaterialet analyserades med en fenomenografisk analysmetod.
Resultatet av den första frågeställningen består av beskrivningskategorierna: Det naturvetenskapliga arbetssättet och Muntlig och skriftlig språkanvändning.
Resultatet av den andra frågeställningen består av beskrivningskategorierna: Elevens förmåga att använda den naturvetenskapliga kunskapen i olika sammanhang, Elevens förmåga att använda det naturvetenskapliga språket, Elevens förmåga att utveckla sin naturvetenskapliga kunskap och Elevens beteende.
Resultatet i den tredje frågeställningen består av beskrivningskategorierna: Som ett stöd för betygssättningen, Som ett diskussionsunderlag och Som ett sätt att förmedla målen till eleverna.
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Dyson, Kaitie. "Predicting performance on criterion-referenced reading tests with benchmark assessments /." Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2561.pdf.
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Nsibande, Rejoice Ncamsile. "Knowledge and practice of continuous assessment : The barriers for policy transfer." Thesis, 2007. http://hdl.handle.net/10539/2187.
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Student Number: 9710860W
School of Education
Doctor of PhilosophyThe study investigates the extent to which primary school teachers understood and implemented the requirements of the continuous assessment programme that has been introduced in primary schools in Swaziland. By focussing on teaching and learning activities that occurred during eight teachers’ lessons within the Salesian-Ekutsimuleni zone in Manzini, and what they expressed as intentions and justifications for these activities, it tries to clarify, in particular, the relationship between their assessment strategies and the broader educational principles promoted by the programme. Classroom observations and stimulated interviews were used to capture, respectively, data on what teachers did and principles that informed their behaviour. Codes abstracted from classroom observations and grounded on the views expressed by teachers indicate that they followed slavishly what was contained in the curriculum support materials with which they had been provided. Even though they used assessment strategies promoted by the Continual Assessment (CA) programme, their assessment strategies prioritized knowledge-retention rather than the cognitive development advocated by the programme and, in a specific sense, implied by lesson objectives they had to fulfil. The conclusion is that teachers could not translate the rhetoric of the CA programme into relevant professional judgement, decisions and practices without exposure to meaningful development programmes. Key Words Swaziland, Continuous Assessment, Criterion - Referenced Assessment, Mastery learning, Fordism, Post-Fordism
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Raška, Dominik. "Případová studie: zavádění prvků formativního hodnocení do výuky." Master's thesis, 2018. http://www.nusl.cz/ntk/nusl-387322.
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The Diploma Thesis named Case Study: Implementing Formative Assessment into Education focuses on formative assessment and its place as well as specifics in educational reality from two perspectives - it aims at first-hand experience of teachers and pupils, and it also examines the whole-school process of implementing this change into education. The thesis' goal is to identify formative assessment as means of functional feedback between teachers and pupils, and to offer personal experience with implementing formative assessment into education from the point of view of teachers as well as pupils. The theoretical part characterises the formative assessment's major features along with methods and techniques and their respective benefits. The theoretical part further offers an overlook of how the process of implementing changes into schools can be managed. The empirical part then presents findings from a research aimed at implementing specific parts of formative assessment into practice at a selected school. Finally, the results point out mainly the crucial influence of management of the change on the overall outcome of the process and the gradual change of views and motivations of leading actors. KEYWORDS formative assessment, feedback, peer assessment, self-assessment, criterion-referenced assessment,...
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Svennberg, Lena. "Grading in physical education." Doctoral thesis, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:gih:diva-4715.
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In the thesis the aim is to investigate different aspects of what teachers value when grading in Swedish physical education (PE) and to analyses how sociological background factors impact students’ grades. Grades in PE have included aspects other than those prescribed in the grading criteria, for instance motivation and effort. Teachers sometimes find their value-setting difficult to articulate and refer to a “gut feeling”. In order to explore both explicit and implicit forms of value-setting, the Repertory Grid interview technique is employed. The thesis includes four sub-studies, three interview studies with Swedish PE teachers and a fourth study based on registry data from the Swedish National Agency for Education. The data of all students leaving nine-year compulsory school in 2014 (n=95317) is analysed to explore how sociological background factors, such as migration background, parents’ education, school provider and gender, affect PE grades. The results reveal aspects of grading that are not detectable in the official description of the grading assignment and highlight problems that teachers need to address when grading. Four themes are discerned in the teachers’ grading practices: motivation, knowledge, confidence and social skills. The implementation of a new national curriculum with specified knowledge requirements seems to improve the alignment with the national criteria, but there is still a gap between policy and practice. The knowledge requirements for movement are often interpreted as performances in competitive sports, even if the teachers try to find other interpretations. The odds ratio for getting a higher grade in PE is greater for the variables migration background and parents’ education than for the other investigated variables. The concepts formulated by Bernstein are applied to explore the relations between teachers’ grading practices and cultural and political influences and to discuss how the tensions between different interests could affect teachers’ grading. The conclusion is that the gap between policy and practice confirmed in this study is related to tensions between the interests and purposes of different agents, all of whom strive to influence steering documents and practice. Cultural and political influences need to be considered and facilitate discussions about how to understand which knowledge is valued in PE and who has better possibilities to assimilate it.Forskningslinjen Utbildning
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Ghanchi, Badasie Razia Banoo. "Educators' experience of the implementation of outcomes-based education in grade nine." Diss., 2005. http://hdl.handle.net/10500/1438.
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This research focuses on educators' experience of implementing outcomes-based education in grade nine in secondary schools in South Africa. Two schools were chosen as settings for the qualitative research project. Three focus groups with 20 educators, two focus groups with 14 managers and seven personal interviews were conducted. Twelve classrooms were also observed where grade nine learners were being taught.
Findings indicated that some educators found the experience of implementing OBE positive in that it improved their repertoire of facilitating and assessing skills. The reasons for citing OBE as a negative experience were given as the following: an increased workload, poor training and lack of follow-up by the Department and the school management team's degree of involvement. Recommendations were made on how to ease the burden on educators implementing OBE in their classrooms and to empower school managers to manage the implementation of OBE within their respective areas of responsibility.Educational Studies
M. Ed. (Education Management)