Classroom Assessment and Large‐Scale Psychometrics: Shall the Twain Meet? (A Conversation With Margaret Heritage and Neal Kingston)     

Margaret Heritage  Neal M. Kingston 《Journal of Educational Measurement》2019,56(4):670-685

Classroom assessment and large‐scale assessment have, for the most part, existed in mutual isolation. Some experts have felt this is for the best and others have been concerned that the schism limits the potential contribution of both forms of assessment. Margaret Heritage has long been a champion of best practices in classroom assessment. Neal Kingston has been involved with the application of psychometrics to large‐scale assessments for four decades. Together they discuss what commonalities and differences exist between these two assessment contexts, whether the twain should meet, what impediments or concerns exist, and whether they expect the status quo will change at all in the near future. Based on their joint keynote address at the NCME Special Conference on Classroom Assessment and Large‐Scale Psychometrics, they have expanded and constructed this discussion piece.  相似文献   

Phoneme awareness and pathways into literacy: A comparison of German and American children     

Mann  Virginia  Wimmer  Heinz 《Reading and writing》2002,15(7-8):653-682

Where American kindergartners are taughtletters and letter sounds, Germankindergartners are not; where American firstand second graders receive an eclectic blend ofwhole language, whole word and phonics-basedapproaches, their German counterparts aretaught by an intensive synthetic phonicsapproach. As a probe to the consequences ofthese pedagogical differences on the emergenceof phoneme awareness, this study administeredtwo tests of phoneme awareness tokindergarten-, first- and second-grade childrenin Germany and America, along with readingtests, the digit span test and a test of RANcolor naming ability. The American kindergartenchildren excelled on a phoneme identityjudgement and a phoneme deletion task that theGerman kindergartners found difficult. Theiradvantage held equally whether the manipulatedsound was a syllable onset or the initial partof a consonant cluster. The first and secondgraders surpassed the kindergartners in bothcountries; however, the German first and secondgraders equaled their American peers on bothtasks and both types of units. In addition,the German children were more accurate decodersof pseudowords by the end of second grade, andthe association between phoneme awareness andGerman decoding ability was weaker. Anincreased emphasis on phonics and the greatertransparency of the German alphabet arediscussed as possible factors in the decodingexcellence of the German second graders and itsdecreased association with phoneme awareness.The contrast between the American and Germankindergartners and the equivalence of the firstand second graders in the two countries areconsistent with a view that phoneme awarenessdevelops primarily as a product of literacyexposure.  相似文献   

Time sampling: a methodological critique   总被引：5，自引：0，他引：5  

J Mann  T Ten Have  J W Plunkett  S J Meisels 《Child development》1991,62(2):227-241

Numerous developmental studies of social behavior employ an observational technique called time sampling. This technique is used to estimate the frequencies and proportions of time that actual behaviors occur and to measure group or individual differences. By contrasting time sampling to continuous sampling, we demonstrate that (a) time sampling is inaccurate for estimating actual durations or frequencies of behavior, and (b) resulting individual and/or group differences can change depending on whether time sampling or continuous sampling is used. Error rates are particularly high when the total bout lengths of the actual behaviors are short (as in mother-infant interactions) and/or when interval length is long. Because the majority of mother and infant behaviors are short in bout length (less than 60 sec), when percent error is the greatest, we suggest that alternative sampling methods that have proven validity be used in future studies (e.g., scan, point, or continuous sampling).  相似文献   

The ‘Employer Engagement Cycle’ in Secondary Education: analysing the testimonies of young British adults     

Steven Jones  Anthony Mann  Katy Morris 《Journal of Education & Work》2016,29(7):834-856

Work experience placements are mandatory in the UK for all young people aged 16–18 in education, and their employability effects and associated wage premia are well noted in the literature. Through Bourdieu’s lens, this article analyses and conceptualises a unique data set of reflective testimonies submitted in response to a YouGov survey of over one thousand young people. Different capitals are detected, their distributions are observed, and correlations with key variables such as social background and school type are reported. Emerging through young people’s perceptions of employer engagement is a complex web of human, social and cultural capital accumulation. Overlaps are frequent, with newly acquired forms of capital often activating others. We argue that because of the cyclical nature of employer engagement gains, benefits accumulate exponentially for some young people while leaving others increasingly detached from the capitals that are most important for labour market success.  相似文献   

Teachers’ Perceptions of the Benefits of Home Visits for Early Elementary Children   总被引：1，自引：0，他引：1  

James A Meyer  Mary Beth Mann 《Early Childhood Education Journal》2006,34(1):93-97

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THE PERSONALITY TRAIT APPROACH IN THE PSYCHOLOGY OF GIFTEDNESS     

Larisa Shavinina 《High Ability Studies》1995,6(1):27-37

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From here to there and back again: the story of a mother,her son,disability, and school choice     

Glenys Mann 《International Journal of Inclusive Education》2016,20(9):909-920

Nelly and her children live in Queensland, Australia. When it came time for her second youngest son to start school, Nelly was not prepared for the difficulty that she had enrolling him at the school of her choice. In spite of her son's disability, Nelly thought that it was natural that he would go to his local school with his sister. It is not surprising that she expected this, given the legal and policy endorsement of inclusive education that exists in the Queensland education system. What unfolded in Nelly's life as she pursued this enrolment is the subject of this article. This is the story of a mother who believed in and hoped for inclusive schooling for her son but who found herself caught in a series of events and experiences which ultimately led to the decision to transfer him into a special school. This is also the story of how, disillusioned and regretful, she went on to undo that decision. Told primarily in Nelly's own words, this narrative provides a deep insight into one mother's efforts to exercise her parental authority, the difficulties she encountered in trying to do so, and the consequences for her son.  相似文献   

Innovation after Brexit     

William Kingston 《普罗米修斯》2016,34(2):85-94

Brexit is intended to return autonomy for law-making to the UK Parliament, and this opportunity could be used to improve intellectual property laws. These were originally drafted to support innovation, but like other laws of property they were captured by interests. The result is that their original function has been far surpassed in economic importance by their use for moving corporate profits to and through tax havens for tax evasion and avoidance. Although an opportunity to improve information protection laws may indeed result, Britain has never been a leader in drafting these, compared with Germany and the United States. Also, to the extent that better laws could refocus investment on technological innovation, and away from financial innovation, it could be expected that they would be opposed by interests with a major stronghold in the City of London. Reference is made to specific proposals for change already advanced in Prometheus, to which is added a new suggestion about how more generous overhead payments from public funding of innovation could help to stimulate more firms to bid for this. Also, a proposal is made for a means of rectifying a series of legal decisions which have had the effect of denying firms the ability to benefit from new ideas offered by outsiders.  相似文献   

Seeing is Reasoning     

Kathryn Mann  James Robert Brown 《Metascience》2007,16(1):131-135

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What did schools experience from participating in a randomised controlled study (PLAY) that prioritised risk and challenge in active play for children while at school?     

Victoria L. Farmer  Ruth P. Fitzgerald  Sheila M. Williams  Jim I. Mann  Grant Schofield  Julia C. McPhee 《Journal of Adventure Education & Outdoor Learning》2017,17(3):239-257

‘Risky’ play is an important component of play, which positively affects the cognitive, social and emotional development of children. However, a growing culture of ‘risk aversion’ may be limiting the degree of risk that children are allowed to encounter. We undertook qualitative interviews with eight schools to examine the acceptability of an intervention designed to increase risk and challenge in the school playground (e.g. more rough-and-tumble play and tree climbing). Schools were overwhelmingly positive about the approach and all enjoyed participating. Each school believed many benefits occurred from increasing risk and challenge within play, including better behaviour, improved cooperation between children and increases in physical activity. There were some challenges for schools, but these were generally research related, and all were viewed as acceptable. Indeed, schools found the process enlightening, and upon completion of the two-year intervention often viewed play in quite a different light.  相似文献