ISSN:0958-5176    

DOI:10.1080/0958517960070301

出版商:Taylor&Francis Group    

年代:2006

数据来源: WILEY

摘要:

ABSTRACTMany different approaches have been used to research the comparability of examination grades, such as those generated by A level examinations in different subjects and years, and by different examination boards. This paper reviews various definitions of comparability which have been used, and argues that all definitions of comparability incorporate specific values. The paper explores studies that have used general ability reference tests as an independent measure against which to compare examination grades. This methodology is shown to be seriously flawed. The paper goes on to discuss other approaches to researching the comparability of A level grades, including the use of previous GCSE grades of A level candidates.

ISSN:0958-5176    

DOI:10.1080/0958517960070302

出版商:Taylor&Francis Group    

年代:2006

数据来源: WILEY

摘要:

ABSTRACTThe notion of a ‘standard’ in an assessment system is defined as the attachment of specific meanings to specific test or examination scores. When these meanings are in terms of the performance of a group of individuals, the standard can be described as norm‐referenced (when the individual is not a member of the reference group) or cohort‐referenced (when the individualisa member of the reference group), and when the meanings are in terms of explicit criteria, the standard is described as criterion‐referenced. It is then argued that none of these approaches adequately describes the way that standards are set in high‐stakes assessment systems, which are best described asconstruct‐referenced. Building on Cresswell's (1996) definition of examination comparability as being the extent to which the assessments are equivalently valued by users of test results, standard setting is regarded as neither objective nor subjective, but rather intersubjective, where maintenance of standards requires that those responsible for setting standards are full participants in a community of practice, and are trusted by users of assessment results.

ISSN:0958-5176    

DOI:10.1080/0958517960070303

出版商:Taylor&Francis Group    

年代:2006

数据来源: WILEY

摘要:

ABSTRACTSubject knowledge at Key Stage 2 of the English National Curriculum has recently assumed increased importance, leading, to an increased research interest in the forms of subject content knowledge and pedagogic content knowledge employed by teachers. This paper examines the extent to which teachers and pupils were aware of a specific subject curriculum rationale. The paper discusses the findings of an enquiry into the extent to which non‐specialist teachers (n = 40), initial teacher training students (n = 46) and Key Stage 2 pupils in four primary schools exhibited an understanding of the reasons why history should be studied, following the introduction of the National Curriculum for history in 1991. Results showed that experienced teachers had a tacit understanding of the aims of history produced by the National Curriculum Council, although students’ understandings were less well developed. Teachers had succeeded in transmitting some key ideas about why history should be studied to their pupils, although differences between schools show that teaching makes a difference. However, some pupils had only sketchy ideas about why they studied the subject or did not find it exciting or enjoyable.

ISSN:0958-5176    

DOI:10.1080/0958517960070304

出版商:Taylor&Francis Group    

年代:2006

数据来源: WILEY

摘要:

ABSTRACTThis paper explores problems and issues arising from the application of an objectives framework to the discipline of history in the secondary school context. Specifically the focus is upon a close analysis of the use of skills objectives in history. Analysis of interviews with syllabus writers and document analysis provided the basis from which it is concluded that the New South Wales (NSW) 1986 Two Unit Modern History syllabus is an ambitious curriculum document which created considerable difficulties for teachers intent on using its skills‐based objectives.

ISSN:0958-5176    

DOI:10.1080/0958517960070305

出版商:Taylor&Francis Group    

年代:2006

数据来源: WILEY

摘要:

ABSTRACTIn Northern Ireland, in recent years, concerns have been expressed about the large number of pupils who do not continue with formal science education beyond the age of 14. The introduction of a statutory curriculum, however, brought with it the requirement that all our young people should study science throughout compulsory schooling. This paper describes the implementation of this policy as it applies to 14‐16 year olds, including the development of the science programmes, their selection by schools and their uptake by pupils. The marked difference between the outcome of the new curriculum policy in the province and the outcome of a similar science policy in England is explored in terms of the distinctive features of the education system in Northern Ireland.

ISSN:0958-5176    

DOI:10.1080/0958517960070306

出版商:Taylor&Francis Group    

年代:2006

数据来源: WILEY

摘要:

ABSTRACTWithin schools the history of careers teaching has been characterized by its margin‐alization in the educational process. Drawing upon interview data this paper explores how careers teachers experience various forms of marginality within a recent vocational initiative involving Training Credits (TCs).1It is suggested that their involvement in this initiative has acted to exacerbate the uncertainties and ambiguities that many careers teachers experience regarding their role and status within schools. Finally, the problems raised by their continued marginalization for the success or otherwise of TCs as an innovation are considered.

ISSN:0958-5176    

DOI:10.1080/0958517960070307

出版商:Taylor&Francis Group    

年代:2006

数据来源: WILEY

ISSN:0958-5176    

DOI:10.1080/0958517960070308

出版商:Taylor&Francis Group    

年代:2006

数据来源: WILEY

ISSN:0958-5176    

DOI:10.1080/0958517960070309

出版商:Taylor&Francis Group    

年代:2006

数据来源: WILEY

ISSN:0958-5176    

DOI:10.1080/0958517960070310

出版商:Taylor&Francis Group    

年代:2006

数据来源: WILEY