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1.
《The Journal of educational research》2012,105(4):203-213
Abstract The authors investigated the assessment and grading practices of over 900 Grades 3-5 teachers representing urban, suburban, and rural schools. Teachers indicated the extent to which they used various factors to grade students, the types of assessments used, the cognitive level of assessments, and the grades awarded. Teachers appeared to conceptualize 6 major factors when they graded students; they placed the greatest weight on academic performance and academic-enabling behaviors, such as effort and improvement, and much less emphasis on homework, comparisons with other students, grade distributions of other teachers, and borderline cases. The teachers used 3 types of assessments—constructed-response, objective, and teacher-made major examinations; they differentiated between recall and higher level cognitive skills. However, there were few relationships between assessment and grade level, subject matter assessed, and grades awarded. Results are discussed in light of other research, indicating that teachers use a “hodgepodge” of factors when assessing and grading students. 相似文献
2.
Hachfeld Axinja Lazarides Rebecca 《European Journal of Psychology of Education - EJPE》2021,36(4):1159-1179
Germany historically responded to student diversity by tracking students into different schools beginning with grade 5. In the last decades, sociopolitical changes, such as an increase in “German-as-a-second-language” speaking students (GSL), have increased diversity in all tracks and have forced schools to consider forms of individualization. This has opened up the scientific debate in Germany on merits and limitations of individualization for different student groups within a tracked system and heterogeneous classes. The aim of the present exploratory study was to examine how individualized teaching (i.e., teacher self-reported individualized teaching practices and individual reference norm orientation) is related to student-perceived teaching quality. Additionally, we considered moderation effects of classroom composition in relation to achievement and proportion of GSL students. Longitudinal data came from 35 mathematics classes with 659 9th and 10th grade students. Results showed significant relation between teacher self-reported individualized teaching practices and individual reference norm orientation and monitoring. Regarding the composition effects, the proportion of GSL students in class moderated the relation between teacher self-reported individual reference norm orientation and cognitive activation. Our findings contribute to the growing body of evidence that classroom composition can differentially impact the relation between teachers’ behaviors and students’ perceptions of teaching quality.
相似文献3.
Prior research has indicated that both mainstream (e.g., positive classroom behavior management) and culturally responsive teaching practices (e.g., cultural socialization in the classroom and promoting parent involvement), as well as teacher-student ethnic match, are associated with greater academic achievement for students of color. The purpose of this study was to examine teacher-student ethnic match and culturally responsive teaching self-efficacy as predictors of self-reported teaching practices used with Latinx students. The present study used a sample of 236 teachers (38.6% Spanish-speaking Latinx) of Latinx students in New York City public schools. We found that bilingual Latinx teachers reported using more effective mainstream and culturally responsive teaching practices compared to non-Latinx teachers (who did not speak Spanish). Using structural equation modeling, we found support for a model in which greater reported use of effective teaching practices by bilingual Latinx teachers is mediated by their greater culturally responsive teaching self-efficacy. Taken together, the findings suggest that greater confidence with culturally responsive teaching among Spanish-speaking Latinx teachers contributes to improved classroom environments for Latinx students. 相似文献
4.
Kreng Heng 《Educational Research for Policy and Practice》2014,13(3):233-250
Research on the faculty impact on students’ academic achievement has been disproportionately confined to the context of countries with developed higher education systems. Few studies have been undertaken in the developing world like Cambodia. This study employed hierarchical linear modeling to examine the relationships between faculty behaviors and the academic achievement of university students in Cambodia, using the data of 923 first-year students from nine universities in Phnom Penh City. Results indicated that faculty behavior, namely their support and feedback to students, was a unique factor that had a strong and positive influence on students’ academic achievement. Its effect was the same for all students regardless of their pre-university academic experience and geographical origin and partially moderated by student engagement in time spent on course-related tasks outside the classroom, assigned homework/tasks, class participation, and class preparation. Contrary to existing findings from faculty impact studies, no relation was found for faculty’s instructional organization and clarity or classroom practices that challenge students on academic achievement. Practical implications for assessment policies and instructional practices are discussed. 相似文献
5.
Social competency deficits are a core feature of autism spectrum disorders (ASDs). During the past several decades, a number of social skill interventions for students with ASD have emerged. However, over the past five years, three converging issues have brought increased attention to the need for social competence programming: (1) increased ASD incidence rates, (2) inclusion and integration trends, and (3) recent No Child Left Behind Act requirement regarding use of evidence-based practices. This article discusses current best practices in enhancing the social competence of learners with ASD. To this end, a review of the literature was conducted to: (1) define key behaviors related to social competence targeted by common interventions and (2) identify the core components and targets that are essential for effective social competence interventions. Searches done by hand and electronically were conducted to identify empirical reviews or summaries of effective social competence interventions from preschool to early adulthood. Eight reviews that encompass typically developing as well as those that specifically target ASD were chosen. Results of the review identified eight primary behavior categories most frequently targeted by social interventions across preschool, elementary, and secondary age groups. Additional analysis identified 11 core components consistently identified in the reviews. Explanation of categories as well as implications for future research and practice are explored. 相似文献
6.
《Educational Assessment》2013,18(4):315-361
Current designs and classroom uses of assessment technology do not adequately reflect or support human practices that produce meaningful information about student learning. We base this argument on findings from a study of the diverse practices making up an assessment system in a fifth-grade mathematics classroom where students have extensive access to personal computing. Videotaped records of classroom activities, reflecting both teachers' and students' perspectives on the classroom, are analyzed with teachers to develop a grounded theoretical framework for describing assessment practices. We present the framework, use it to compare different examples of assessment activities, and propose new criteria for designing systemically valid assessments as kinds of technology that support and extend existing classroom practices. 相似文献
7.
ABSTRACTPrevious research has focused on inclusive classroom practices in mainstream primary schools but little is documented regarding practices in multi-grade classrooms. The purpose of this paper was to report mainstream primary teachers’ perceptions of multi-grade classroom grouping practices to support inclusive education specifically for students with special educational needs (SEN). The findings indicated that despite the difficulty of covering the curricula of the various grades, multi-grade teachers reported the implementation of flexible grouping practices (ability, mixed ability, social) for academic or social reasons. However, the tension between meeting the needs of the grade groups and the individual student with SEN were apparent, with some practices documented not necessarily inclusive. The importance of using appropriate grouping practices to enable teachers to include all students, thereby avoiding potentially negative effects of treating some students differently was emphasised. 相似文献
8.
Christopher R. Gareis 《Educational Assessment, Evaluation and Accountability》2007,20(1-2):17-20
We live in an era in which standardized assessments play a necessary and important role in the mission of our public schools to provide equal and equitable educational opportunity to all students. However, our focus on summative accountability measures often has an eclipsing effect on the equally important role of formative assessment practices in the classroom. This article describes why and how formative assessment should be integral to classroom teaching, and it suggests the importance of focusing on teachers’ instructionally-based, formative assessment competencies through our teacher evaluation systems. 相似文献
9.
Schools have an obligation to assess the literacy skills of their students, and the provision of reading instruction to students includes the ability to measure progress in this area. However, the design of reading tests includes the ability not only to read words, but also the ability to verbalise them. This presents a particular challenge for practitioners working with students with autism spectrum disorders (ASD) who can be nonverbal in many cases. How this issue is generally overcome is currently unknown. A survey was developed, in the form of an online multiple‐choice questionnaire, in order to determine which tests are currently being used in the UK to assess the reading abilities of nonverbal students, and to examine the opinions of the education practitioners who use them, in relation to their suitability. Using the schools web directory, e‐mail invitations were sent to 1,050 special educational needs schools across the UK, and 70 schools responded to the invitation. Respondents suggested that the majority of practitioners hold little faith in the ability of current reading assessments to provide an accurate picture of reading ability for students with ASD, and this holds particularly true for nonverbal pupils with ASD. One purpose of education assessment is to establish a baseline of students’ ability in order to plan for lifelong learning and achievement. If there is an inability on the part of schools accurately to assess the reading abilities of nonverbal students with ASD, then it would be fair to assume that this could have a negative impact on the provision of learning opportunities for this population. 相似文献
10.
Research has shown that most children with emotional disturbance (ED) are struggling to use communication skills and they may tend to use inappropriate behaviours as a form of communication to disclose their needs. A function-based communication intervention might be an effective approach to decrease inappropriate behaviours of children with ED. The purpose of this single-case multiple baseline reversal design (ABAB) study was to examine the effectiveness of the function-based communication intervention for on-task and disruptive behaviours of an 8-year-old student with ED. Functional behavioural assessment (FBA) was conducted and based on the findings of FBA, a colour-coded communication system, was implemented during reading and math classes. The findings indicated that function-based communication intervention was effective in increasing on-task as well as decreasing disruptive behaviours. Furthermore, the function-based communication intervention improved communication between the teacher and the student that resulted in decreasing disruptive behaviours in a general classroom setting. The generalisability of the findings due to the limited number of participants was an important limitation for this study. Future directions, as well as implications for practices, are discussed. 相似文献
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12.
The mean age of identification for autism spectrum disorder (ASD) occurs during the months before children enter kindergarten. The incidence and prevalence of “autistic behaviors” in the general population are not fully understood, however, census-matched studies of these behaviors have yielded important new data. As children presenting with behaviors characteristic of ASD enter school, school psychologists are increasingly faced with the assessment and determination of individuals with disabilities improvement act (IDEIA) eligibility, often with students yet to be formally diagnosed with ASD. In many US states, a clinical diagnosis of ASD is not required for a child's eligibility to be served under the category of other health impaired as autism. Nor does a diagnosis of ASD automatically qualify a student as eligible under IDEIA. Eligibility hinges on educational impact. This article briefly reviews the current state of knowledge as it relates to understanding and evaluating children with suspected ASD in the schools, offers a framework for assessment, and discusses a set of proposed guidelines to assist in effectively utilizing assessment data in the development of individualized education plan goals. 相似文献
13.
Assessment currently plays a critical role in American schools and society, in tasks ranging from ranking schools' effectiveness, to determining individual placement, to planning instruction. The purpose of the study was to gather data about the formal and informal assessment instruments and processes used by professionals in deaf education. Respondents indicated that statewide annual assessments are the most frequently used measures, followed by the Stanford Achievement Test series and the Woodcock-Johnson III Test of Achievement. Commonly used assessment instruments and procedures for each academic area are reported in rank order. Issues about current practices are raised, and suggestions for additional research related to assessment practices in deaf education are provided. 相似文献
14.
Sierra M. Trudel Emily L. Winter Brenna Fitzmaurice Gina Norman Clark R. Bray 《Psychology in the schools》2023,60(2):378-400
Individuals with autism spectrum disorder (ASD) often undergo various assessments and evaluations as part of the diagnostic process, identification and classification for special education eligibility, and continued progress monitoring for skill growth. Such evaluations may include cognitive, social and emotional, behavioral, and speech evaluations, among other skill and ability assessments. One other area for assessment that clinicians may consider examining when working on evaluations for individuals with ASD includes the integration of assessments capturing physical and sensory needs. Physical health identifiers that may be included in such evaluations cover physical exercise, sleep, diet and food sensitivities, and elimination. Additionally, sensory evaluations may consider auditory, olfactory, taste, tactile, vestibular, and proprioceptive sensory abilities and needs. This practitioner-focused chapter includes a brief review of each of the aforementioned physical and sensory abilities and their connection to ASD. Further, implications for practitioners in their assessment of ASD are explored with practical tips and recommendations for providers to use for their future assessments for ASD. 相似文献
15.
《理论付诸实践》2012,51(4):290-296
This article examines major unresolved challenges in the assessment of pre-K–grade 12 multilingual students in US public schools. The ethnic educator approach advocates for a change of paradigms in assessment, one that abandons the medical model to incorporate socio-constructivist theoretical perspectives and pluralistic and progressive social justice ideologies that respect, value, and celebrate the cultural-linguistic diversity of bilingual/multilingual students. Past, present, and future challenges in the assessment of multilingual students are discussed, emphasizing the need: (a) for teacher preparation programs to include training in classroom-based assessments, (b) to use the students' first language for linking assessment to academic competence across content areas, and (c) to use classroom-based assessments representing the students' cultural and socio-economic status (SES) backgrounds. Some recommendations for future research on best practices in the assessment of bilingual/multilingual students are made. 相似文献
16.
Kirsten R. Brown Michael D. Coomes 《Community College Journal of Research & Practice》2016,40(6):465-479
More than 50% of all college students with a disability enroll in public 2-year institutions. Autism Spectrum Disorder (ASD) is a type of disability that affects a growing number of students in postsecondary education. Currently, over 70% of 2-year public institutions enroll students with ASD. In spite of increased awareness, the vast majority of existing ASD research focused on primary and secondary education. Research on practices that support students with disabilities in the community college environment is imperative for promoting student success. The purpose of this mixed-methods study was to explore current and best practices that support students with ASD at 2-year public, postsecondary institutions. A web-based tool was used to survey a nationally representative sample of disability service professionals from 367 2-year, public institutions (35.4% response rate). Our results show reasonable accommodations with an academic focus (e.g., extended exam time) were provided more frequently than sensory accommodations. General support services that focused on the transition to college were offered by 42% of the institutions surveyed, and 26% of institutions supplied ASD-specific services. These results indicated that many institutions provide students with a baseline level of academic accommodations; however, accommodations and support services that specifically target the functional limitations of ASD are offered less frequently. Best practices for supporting students with ASD were synthesized and implications for practice were discussed. 相似文献
17.
Kindergarten education is changing. Current reforms have increased accountability structures requiring teachers to integrate assessments throughout their instruction to support academic learning while retaining developmentally appropriate pedagogies such as play-based learning. Despite these reforms, comparatively little research has been conducted on teachers' assessment practices within play-based instructional contexts. The purpose of this study was to explore teachers' approaches to assessment in play-based kindergarten education and specifically to examine how assessment practices differed based on teachers' conceptions of the purpose of play in student learning. Data were obtained from 77 Ontario kindergarten teachers via (a) an electronic survey, (b) in-depth interviews, and (c) classroom observations. Overall, data from this study suggest a misalignment in teachers' perspectives of the purpose of play and what teachers assess during periods of play. 相似文献
18.
Autism spectrum disorder (ASD) refers to several conditions that share the feature of persistent social impairment. The rate of ASD diagnosis has climbed to one in 88 (CDC, 2012), and increasing numbers of individuals with ASD attend college. College students with ASD may share academic challenges related to critical thinking, executive functioning, and classroom anxiety. These challenges can manifest in the classroom, and there are a number of simple strategies for instructors that directly address characteristics of ASD. These strategies are not just good for students on the spectrum, but they can benefit other learners as well. 相似文献
19.
This study examined the relationship between the classroom behaviors and final grades of mainstreamed students with mild disabilities in three urban schools in Grades 3-9. Significant correlations were found for all academic behaviors except attendance and homework at the elementary level and written work at the junior high level. In addition, significant differences in reading scores were found between mainstreamed and regular elementary school students. Findings indicate that mainstreamed students with mild disabilities may participate in academic lessons as well or nearly as well as their peers without disabilities. 相似文献
20.
Monitoring and evaluating classroom behavior in early childhood for the purpose of improving teaching and learning is critical.
There is a clear link between social behavior and academic learning. Classrooms where students are following expectations,
engaging academically, and transitioning effectively between activities are classrooms where students spend more time accessing
instruction. In order to make efficient and effective decisions for class-wide supports, data should be collected on the class
as a whole. With accurate data, interventions can be implemented for the whole group that will increase instructional time.
In this paper we propose quick and efficient data collection methods for three key behaviors: following expectations, engaging
academically, and transitioning amongst activities. With minimal disruption and effort, teachers can collect data that will
enable them to support appropriate behaviors, ensure that students understand behavioral expectations, maintain an organized
environment, improve positive interactions, and decrease the number of students needing intensive, individualized supports. 相似文献