Investigating the reliability of the Key Stage 2 test results for assessing individual pupil achievement and progress in England

2005 ◽  
Author(s):  
Lesley Doyle ◽  
Ray Godfrey
Keyword(s):  
Secondary School ◽  
Test Scores ◽  
First Year ◽  
Educational Standards ◽  
Test Results ◽  
Assessment Data ◽  
National Assessment ◽  
Personalised Learning ◽  
Pupil Achievement ◽  
The Uk

'Personalised learning' and the value of national assessment data in achieving it have been identified by the UK Secretary of State for Education and Skills as essential for raising educational standards. Employing multilevel analysis, this paper compares children's end of primary school (Key Stage 2) test scores with those they achieved in comparable test papers taken in each term of their first year of secondary school. The paper questions the reliability of national assessment data in respect of the performance of individual children, their predictive validity and thus their value in contributing to the provision of 'personalised learning'.

scholarly journals Easing the transition from secondary school to higher education through recognition of the skills of our students

2016 ◽  
pp. 51-55
Author(s):  
Orla C Kelly ◽  
Odilla E Finlayson
Keyword(s):  
Secondary School ◽  
Short Communication ◽  
Learning Experience ◽  
First Year ◽  
Physical Sciences ◽  
First Year Students ◽  
Business Innovation ◽  
University Level ◽  
The Uk ◽  
Chemical Events

This short communication discusses research, which has investigated students‟ self-perception of their skills. This was to identify which skills they felt most and least confident in upon starting university. General and scientific and practical skills as well as skills related to improving learning were explored. The results suggested that students felt most confident in working in groups, interacting with people to obtain the necessary information and assistance, and observing chemical events and changes among others. In contrast students felt least confident in planning and presenting an oral presentation, analysing and evaluating experimental data, and using the internet and other resources to gain information. Details of how the findings were used to make effective changes to an existing module will be discussed. Furthermore, the relevance of this in terms of supporting our first year students in their transition to university-level work and subsequently planning appropriate modules will be discussed in relation to the recently published results from the UK Physical Sciences Centre Review of the Student Learning Experience in Chemistry and in light of the Department for Business Innovation and Skills Higher Ambitions and Skills for Growth papers.

scholarly journals Common Diagnostic Test Results Over the Years

2016 ◽  
Vol 36 (331) ◽  
pp. 14-18
Author(s):  
Eve Aruvee
Keyword(s):  
High School ◽  
Secondary School ◽  
Strong Correlation ◽  
Test Scores ◽  
Test Score ◽  
School Mathematics ◽  
Test Results ◽  
High School Mathematics ◽  
Weak Correlation ◽  
Mathematics Course

Abstract In this article, common test results over the years 2000 – 2016 are analysed. The test questions for new entrants were based on secondary school mathematics. The students took the test in the first lesson of the higher mathematics course. The test results were analysed by years, by tasks and by specialities, and their differences were found. The test results’ dependence on state-exams score was studied and other types of dependence were looked at. It was found that the test score has a strong correlation with a state-exam but with high school mathematics mark and with later higher mathematics course marks has very weak correlation. During these 16 years, the questions that have been the most difficult for students have not changed. The highest test scores were found among students who had chosen the most popular specialities (with the highest competition).

scholarly journals Can a rhythmic intervention support reading development in poor readers?

2018 ◽  
Vol 47 (5) ◽  
pp. 722-735 ◽  
Author(s):  
Susan Hallam
Keyword(s):  
Secondary School ◽  
Reading Development ◽  
Reading Rate ◽  
Literacy Skills ◽  
Reading Scores ◽  
First Year ◽  
Reading Accuracy ◽  
Before And After ◽  
The Uk ◽  
The Impact

There is increasing interest in the wider benefits of music in relation to reading, although relatively little evidence relating to the role that music might play in developing literacy skills in those experiencing difficulties. The research reported here explores the impact of a rhythmic intervention involving clapping, stamping, and chanting to music while following notation on a chart. The intervention took place for 10 minutes each week over a 10-week period with groups of 10 children, who had lower than average reading scores. The children were in the first year of secondary school (11–12 years old). The NARA II test was selected to assess reading accuracy, comprehension, and reading rate before and after the intervention with alternative forms of the test being used. Pupils ( N = 354) attending six secondary schools in the UK participated and were randomly allocated to control (174) and intervention groups (180). Multivariate analysis of variance of change scores across the period of the intervention revealed statistically significant differences between control and intervention groups in reading accuracy ( p = .014) and comprehension ( p = .001) but not in reading rate. The differences in reading accuracy were equivalent to 1.38 standardized scores and reading comprehension, 2.33 standardized scores.

Striking the right balance: issues of transition for the beginner secondary music teacher

2012 ◽  
Vol 29 (3) ◽  
pp. 293-301
Author(s):  
Drew Cyster
Keyword(s):  
Secondary School ◽  
Educational Research ◽  
Music Teacher ◽  
Significant Progress ◽  
Educational Value ◽  
Secondary Music ◽  
Pupil Achievement ◽  
Common Transition ◽  
The Uk ◽  
The Right

Transition from primary to secondary school in the UK has received considerable attention in educational research over the last few decades, although specific focus on transition in music has only been relatively recently addressed. Research by Mills (1996) and Marshall and Hargreaves (2007, 2008) draws upon both general and music-specific studies to provide insights into the educational value of common transition practices for pupils and teachers. While evidence from the recent surveys indicate significant progress in promoting successful transitions compared with earlier research, there continue to be areas requiring further enquiry, particularly that of curriculum progression and pupil achievement in music.

The effect of formula t-shirt method for scientists taught in science lessons in secondary schools on academic success

2020 ◽  
Vol 8 (S3) ◽  
pp. 1-10
Author(s):  
Burhan Karasu ◽  
Keyword(s):  
Academic Success ◽  
Secondary School ◽  
Item Analysis ◽  
Achievement Test ◽  
Test Results ◽  
Future Studies ◽  
Learning Techniques ◽  
Post Test ◽  
Research Findings ◽  
Experimental Group

The aim of this research is to investigate whether there is a meaningful difference in the academic success, between the students who are applied the "formula t-shirt method" (experimental group) and the students who are not (in other classes of the school), in the education for the scientists wanted to be taught in the secondary school 5th, 6th and 7th grade science textbooks. Semi-experimental method was used as research method. In the 6th grade, 27 students participated in this study as experimental group (students wearing t-shirts) and 49 students in the other classes of the school that did not participate in the study. Academic achievement test including pre-test and post-test, informative observations, students’ and teacher’s interviews as well as 20 printed t-shirts were used to collect data. The pilot study of the developed achievement test was applied in another school and also the item analysis of it was performed. According to the research findings, when the experimental group’s success post-test results from the application performed, were examined in line with the interviews, significant differences were observed. It was seen that the subjects aimed to be gained with the formula t-shirt method, were adopted by the students and also increased their success. Looking at the results of the research, thanks to wearing the t-shirts prepared by using the human body on the background, and the reconciliation of the students wearing with the scientists on t-shirts, the desired learning was provided. This also contributed to such learning techniques as peer learning, active learning, social learning in terms of visuality and integrity. It is thought that these materials developed with the formula t-shirt method, will also inspire researchers for future studies in terms of their usability in other fields and subjects

Correlating entrance data and first year academic performance of students enrolled in the Integrated Master in Mechanical Engineering at the University of Porto

2021 ◽  
pp. 030641902110156
Author(s):  
TMGP Duarte ◽  
AM Lopes ◽  
LFM da Silva
Keyword(s):  
Academic Performance ◽  
Secondary School ◽  
Undergraduate Students ◽  
Mechanical Engineering ◽  
Institutional Factors ◽  
First Year ◽  
Female Type ◽  
The University ◽  
First Year University ◽  
Over Time

Understanding how the academic performance of first year undergraduate students is influenced by home, personal and institutional factors is fundamental to delineate policies able to mitigate failure. This paper investigates possible correlations between the academic performance of students at the end of high school with their achievements at the end of first year university. Data for students in the Integrated Master in Mechanical Engineering (MIEM) program within the Faculty of Engineering at the University of Porto are analysed for the period 2016/2017 to 2019/2020. The students’ performance is measured by two metrics and the students are structured as a whole and by groups, according to their gender (Male/Female), type of secondary school (Public/Private), living place (Away/Home) and the rank of MIEM in their application list of options (Option 1/Option 2–6). The information is organized statistically and possible correlations between the data are investigated. The analysis reveals limited correlation between the two metrics, meaning that all students may exhibit good or poor results at the end of first year in MIEM, independent of their status at entrance. An unanticipated pattern is exhibited for the group Option 2–6, since it shows that, despite entering into MIEM without top application marks, the students in this group can perform as well as the others. This behavior is consistent over time.

scholarly journals An OSCE as part of the first-year SpR assessmentinent in ENT

2006 ◽  
Vol 88 (9) ◽  
pp. 310-312 ◽  
Author(s):  
A Drake-Lee ◽  
D Skinner ◽  
A Reid
Keyword(s):  
First Year ◽  
European Law ◽  
Senior Registrar ◽  
The Uk ◽  
Second Wave

The structure of postgraduate hospital training in the UK has changed in the last 20 years: the Calman report brought training in line with European law and the SpR post was created out of the registrar and senior registrar posts. Implementation of the new training was staggered across specialties. ENT was included in the second wave of implementation in October 1995. At the same time, consultant expansion was envisaged.

scholarly journals Caterpillars of the marsh fritillary butterfly Euphydryas aurinia can extend their life-cycle in Scotland

2021 ◽  
Author(s):  
Neil O. M. Ravenscroft
Keyword(s):  
Life Cycle ◽  
Conservation Status ◽  
Northern Europe ◽  
First Year ◽  
Winter Mortality ◽  
Closely Related Species ◽  
Euphydryas Aurinia ◽  
High Conservation ◽  
The Uk ◽  
Marsh Fritillary

AbstractThe marsh fritillary Euphydryas aurinia is declining across Europe and is of high conservation interest. Its ecology has been defined and its conservation status assessed primarily from the affinities and populations of young caterpillars in the autumn, before hibernation and high winter mortality. The possibility that caterpillars of E. aurinia can overwinter more than once was investigated on the Isle of Islay, Scotland after caterpillars were found to occur at some locations in the spring despite a pre-hibernation absence. Closely-related species in North America and Northern Europe can prolong larval development by diapausing for a year as does E. aurinia in Scandinavia. Measurements of development and manipulations of distribution confirmed that some caterpillars do extend the life-cycle in Scotland and may occur in areas devoid of larvae in their first year. Caterpillars attempting this life-cycle develop slowly in spring, attain the normal penultimate spring instar and then enter diapause while other caterpillars are pupating. They moult just before diapause, construct highly cryptic webs and on emergence the following spring are 5–6 times heavier than larvae emerging in their first spring, or the equivalent of a month or so ahead. They attain a final, extra instar as larvae in their first spring reach the penultimate instar. Knowledge of this life-cycle is confined in the UK to Islay but its occurrence in this mild climate implies that it is more widespread.Implications for insect conservation Conditions that permit long diapause are probably precise and may not be reflected in recognised qualities of habitat. The species may also be present despite a perceived absence in autumn, the standard period for monitoring. Assessments of the prevalence of the life-cycle and its contribution to the persistence of E. aurinia are required. Populations of E. aurinia are known to fluctuate greatly and do occur below the observation threshold for long periods.

scholarly journals Patient and provider perceptions of a novel cognitive functioning report for patients with systemic lupus erythematosus: a qualitative study

2021 ◽  
Vol 8 (1) ◽  
pp. e000476
Author(s):  
Laura Plantinga ◽  
Ann Vandenberg ◽  
Felicia Goldstein ◽  
Brian Jones ◽  
Jeremy Johnson ◽  
...  
Keyword(s):  
Lupus Erythematosus ◽  
Cognitive Assessment ◽  
Exploratory Study ◽  
Cognitive Test ◽  
Test Results ◽  
Assessment Data ◽  
Provider Perceptions ◽  
Potential Barriers ◽  
Cognitive Information ◽  
Multiple Domains

ObjectiveTo determine whether and how cognitive assessment data should be included in a report for patients with SLE and their providers.MethodsLeveraging experiences from prior studies, we created a cognitive report that included a hypothetical patient’s results on tests of multiple domains based on the NIH Toolbox Fluid Cognition Battery. In focus groups that comprised patients with SLE (two groups) and their providers (two groups), feedback was sought on the presentation of results as well as the potential value of the report in the clinical setting.ResultsFeedback regarding the presentation of the report was generally positive. Both patients with SLE and their providers liked its simple graphics and use of a colour-gradated scale to indicate performance. However, both groups stressed the importance of using non-stigmatising language in describing results. Several potential purposes of the report, including distinguishing cognitive versus other issues, explaining cognitive challenges, improving patient–provider interactions, guiding decision-making, improving functioning or preventing impairment and tracking cognitive function over time, were noted by the participants. Potential barriers, such as inadequate clinical staffing or time and lack of potential treatments for identified issues, were also discussed.ConclusionIn this exploratory study, we found that both patients with SLE and their providers were receptive to the idea of a patient-friendly report of cognitive test results. This study provides important information to guide future pragmatic research to optimise the delivery of cognitive information to patients with SLE.

scholarly journals ‘Pizza every day – why?’: A survey to evaluate the impact of COVID‐19 guidelines on secondary school food provision in the UK

2021 ◽  
Vol 46 (2) ◽  
pp. 160-171
Author(s):  
Kelly Rose ◽  
Claire O’Malley ◽  
Laura Brown ◽  
Louisa Jane Ells ◽  
Amelia A. Lake
Keyword(s):  
Secondary School ◽  
School Food ◽  
Food Provision ◽  
The Uk ◽  
The Impact
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