摘要:

Summary.The investigation reported in this paper studied the relationship between both GCE O‐level grades and teachers' estimates of A‐level grades, and the actual A‐level grades obtained, in individual subjects, by a sample of applicants for university places. Moderate levels of correlation were reported in both cases, although the teachers' estimates appeared to be slightly better predictors of the A‐level grades. There also appeared, in both cases, to be some important differences between the levels of correlation reported in individual subjects. In addition it was observed that the teachers, on average, tended to over‐predict the A‐level grades. It was noticeable that both the O‐level grades and the teachers' estimates of the A‐level grades were bunched together in a very narrow range at the top of the grading scale. The effect of this restriction amongst the predictor variables is discussed in terms of its influence on the levels of correlations reported. The application of certain corrections that are intended to compensate for this effect is

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1981.tb02449.x

出版商:Blackwell Publishing Ltd    

年代:1981

数据来源: WILEY

摘要:

Summary.It is generally accepted that quantification of content validity is not possible. In this paper, a proposal is made by which a content validity coefficient,Ccvcan be calculated. An example of the use of the coefficient is given, demonstrating that different question combinations in a CSE biology examination in which a choice of questions was given gave different levels of content validity. The coefficient was used to demonstrate that deficiencies in validity in the examination are due more often to inadequate sampling of the educational objectives which the examination might be expected to test rather than to inadequate sampling of the subject matter.

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1981.tb02450.x

出版商:Blackwell Publishing Ltd    

年代:1981

数据来源: WILEY

摘要:

Summary.Subjects from four classes (two classes in physics and two classes in Dutch literature) expected to receive either a delayed test (one or two weeks later) or a test immediately after their class. For all subjects, the test was given at the same time (immediate test). Male subjects expecting an immediate test performed better than male subjects expecting a delayed test. No clear findings were obtained with female subjects. While the data were inconclusive about a hypothesis derived from information processing studies, the absence of interaction effects with various personality measurements and the data from the post‐experimental questionnaire strongly suggested the inadequacy of the goal gradient hypothesi

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1981.tb02451.x

出版商:Blackwell Publishing Ltd    

年代:1981

数据来源: WILEY

摘要:

Summary.A simple unbalanced block model is proposed for examination marks, as an improvement on the usual implicit model. The new model is applied to some real data and is found, by the usual normal linear theoryFtest, to give a highly significant improvement. Some alternative models are also considered.

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1981.tb02452.x

出版商:Blackwell Publishing Ltd    

年代:1981

数据来源: WILEY

摘要:

Summary.This study was carried out in conjunction with the Teaching Styles project (Bennett, 1976). Questionnaire measures of ‘anxiety’ and ‘achievement motivation’, together with cognitive tests of English, mathematics and reading were administered to a sample of 956 primary school pupils in classes taught by teachers representing formal, informal and mixed teaching styles at the beginning and towards the end of the final year in primary school. Based on the premise that self‐report measures of ‘anxiety’ and ‘achievement motivation’ may be indicative of coping strategies, zonal analyses of post‐test data were carried out separately by sex and within teaching style. Results showed higher levels of attainment for highly anxious highly motivated pupils (an inferred coping strategy of approach) than for highly anxious low motivated pupils (an inferred coping strategy of avoidance). Further analyses indicated a close link between anxiety, motivation and ability for girls, a finding interpreted in terms of sex‐related conformity, but for boys considerable discrepancies in attainment in relation to the inferred coping strategies were still in evidence at the lower ability level under all teaching styles. At the upper ability level significant discrepancies in attainment were shown only for boys in formal classrooms, where an inferred coping strategy of ‘approach’ was found to be associated with the highest level of attainment and an inferred coping strategy of ‘avoidance’ was associated with the lowest level of attainment. These findings are interpreted in terms of extrinsic motivational incentives, success and failure experience and possible parental influence. Further analysis indicated that ‘avoiders' tended to be introverted and ‘approachers' extraverted in personality. This finding is interpreted in the light of Gray's 1970 postulate that introverts are relatively more susceptible to punishment/non‐reward, whereas extraverts are re

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1981.tb02453.x

出版商:Blackwell Publishing Ltd    

年代:1981

数据来源: WILEY

摘要:

Summary.This study was carried out in conjunction with the Teaching Styles project (Bennett, 1976). A behaviour observation schedule was devised and utilised to investigate pupil classroom behaviour in relation to differing levels of anxiety and achievement motivation. The observation sample comprised 104 10‐ and 11‐year‐old pupils in formal and informal classrooms. Based on the premise that self‐report measures of anxiety and achievement motivation may be indicative of coping strategies, zonal analyses were carried out separately by sex and within teaching style. Results, which varied slightly according to teaching style, indicated that an inferred coping strategy of ‘approach’ (high anxiety, high motivation) was associated with a higher frequency of work activity whereas an inferred coping strategy of ‘avoidance’ (high anxiety, low motivation) was associated with a higher frequency of social interaction, negative behaviour, watching other pupils, gazing into space, fidgeting and moving around the classroom. These results were much less marked for girls than for boys. Information on the home backgrounds of high anxious, low motivated pupils suggested a higher incidence of home problems. The parents of high anxious, high motivated pupils were frequently described by teachers as ‘pushing’ or ‘over keen’. The educational implications of these findings, together with the previously reported findings relating the inferred coping strategies to cognitive at

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1981.tb02454.x

出版商:Blackwell Publishing Ltd    

年代:1981

数据来源: WILEY

摘要:

Summary.Earlier analyses of the syntactic development of English profoundly deaf children have revealed the existence of non‐standard stages in the evolution of verb phrases. These pass from a stage of unit verbs where form of the verb is constant, usually present or past, but with no regular time‐reference; through an intermediate stage of dual time reference, frequently as with the children studies contrasting future and a common present/past system. In this latter, form still has no systematic time‐marking function. Finally children develop a three‐fold time marking system in which form and reference of verbs are fairly consistently related. It was predicted that the stage of development reached in verb‐phrase production would influence the perception of verb phrases in language reception. A reading task, using vocabulary known to the subjects, was used, requiring the children to recognise the time‐reference of simple sentences. The prediction was supported: the productive linguistic model of the children appears to be related to their perception

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1981.tb02455.x

出版商:Blackwell Publishing Ltd    

年代:1981

数据来源: WILEY

摘要:

Summary.The present research was concerned with three issues: (i) possible changes in children's self‐concepts as a result of their transferring from primary to secondary school; (ii) possible relationship between self‐concept and attitude to school; (iii) possible differences in the attitudes to school of children with high self‐concepts compared to those with low self‐concepts. No significant differences were detected in the mean self‐concept scores for the experimental group of boys and the experimental group of girls between first and second testings. However, when the children were divided into high or low self‐concept scorers, both boys and girls in the top quartile for self‐concept obtained significantly lower scores at second testing. Girls in the bottom quartile at first testing obtained significantly higher scores at second testing. Significant differences were found in the attitudes to school of children who held high positive self‐concepts compared to those who held lo

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1981.tb02456.x

出版商:Blackwell Publishing Ltd    

年代:1981

数据来源: WILEY

摘要:

Summary.Serial and discrete tasks were employed to investigate movement speed in ESN boys. Different movement difficulties were presented and Fitts' Law was confirmed, with a linear relationship between movement time and information load. Reaction time was unaffected by an increase in the difficulty of the required movement. Measures of capacity placed the ESN boys at least 5 years behind chronologically age matched normal boys. Performance was lower than that of normal boys yet strategies used on the serial task followed similar patterns.

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1981.tb02457.x

出版商:Blackwell Publishing Ltd    

年代:1981

数据来源: WILEY

摘要:

Summary.Forty‐eight subjects (16–17 years old), randomly assigned to two recall conditions (immediate and delayed), were each given two prose passages to recall, one after reading, the other after listening. The passages were judged to be difficult in content and unfamiliar. An incidental recall procedure was adopted. Following Meyer's (1975) analytic procedures, recall protocols were scored for the presence of idea units, content units, relationship units and number of units at each level of the content structure. Number of errors were scored independently of Meyer's scheme. As hypothesised for a difficult recall task involving connected prose, results demonstrated the superiority of recall after reading, both in terms of total units recalled and in number of errors. This suggests the value of more systematic research into the conditions which favour one mode of presentation over the ot

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1981.tb02458.x

出版商:Blackwell Publishing Ltd    

年代:1981

数据来源: WILEY