Literacy and Standardised testing

2021 ◽  
Author(s):  
Ulker Shafiyeva
Keyword(s):  
Standardised Testing

scholarly journals Parents and Teachers’ Perceptions of the Tone and Emotional Impact of Education News Coverage

2021 ◽  
Vol 2 (2) ◽  
pp. 193-207
Author(s):  
Kathryn Shine ◽  
Shane L. Rogers
Keyword(s):  
Public Perception ◽  
General Pattern ◽  
News Coverage ◽  
Emotional Impact ◽  
Teachers Perceptions ◽  
The Public ◽  
The Media ◽  
Standardised Testing ◽  
Perceptions Of Education ◽  
Education News

This study examines Australian teachers (n = 268) and parents’ (n = 206) self-reported perceptions of education news coverage and how the coverage affects them. Overall, the participants reported a perception that news coverage of teachers, schools, the education system and standardised testing was generally negative in tone. Participants reported typically feeling demoralised by negative stories and inspired by positive stories. A high importance was placed upon the public perception of education by participants. However, trust in the media reporting of educational issues was low. An exception to this general pattern of findings was that participants did not place as much importance upon the public perception of standardised testing and reported being less affected by negative or positive stories on that topic compared to the other education aspects. This research is one of the few studies to investigate the potential emotional impact that news coverage of education can have on media consumers.

scholarly journals Are Australian Teachers Making the Grade? A Study of News Coverage of Naplan Testing

2015 ◽  
Vol 154 (1) ◽  
pp. 25-33 ◽  
Author(s):  
Kathryn Shine
Keyword(s):  
News Media ◽  
News Coverage ◽  
Developed Countries ◽  
Testing System ◽  
Journalism Education ◽  
Test Results ◽  
National Assessment ◽  
The Subject ◽  
Standardised Testing ◽  
And Training

The standardised testing of school children has been the subject of significant news media attention in recent years in many developed countries around the world. This article examines the reporting of annual National Assessment Program Literacy and Numeracy (NAPLAN) tests in three major Australian newspapers, with a particular focus on the portrayal of school teachers in the coverage. Overall, teachers were presented as strongly opposed to NAPLAN and the publication of test results, yet the newspapers themselves supported the tests as an important accountability measure. Teachers were depicted as trying to influence the testing system through teaching to the test and cheating. They were presented as generally inadequate as teachers, and were blamed for perceived failings in the educational system. These findings point to implications for teacher recruitment and retention, and for journalism education and training.

scholarly journals In search of the margin spaces

2021 ◽  
Vol 3 (1) ◽  
pp. 34-36
Author(s):  
Cristian Rodriguez
Keyword(s):  
Deep Learning ◽  
Secondary School ◽  
Knowledge Society ◽  
Extended Mind ◽  
Actor Network Theory ◽  
Mobile Technologies ◽  
Adoption Of Technology ◽  
Learning Ecosystem ◽  
Standardised Testing ◽  
The Impact

Virtual and Distance Learning are certainly not disruptive technologies, but rather a trend in contemporary education. However, the potential of new mobile technologies, and the openness to new pedagogies associated with them, is enabling teaching professionals to design learning instances that could truly disrupt traditional schooling (Agarwal, 2013). Societal changes such as the rise of the knowledge society and disintermediation of education (Prince, 2014) demand a learning ecosystem where learners can create their own opportunities to develop life-skills and problem solve (Hannon, Patton & Temperley, 2011). This means that learners should be given the opportunity to be their own agents of learning and build collaborative networks with both instructors and peers. However, secondary school education is still organised around students’ attainment and standardised testing, where curriculum normalisation demands supersede student-centeredness (Leadbeater, 2005). This paradigm-clash together with some limitations on teachers’ digital capabilities or/and the organizational constraints on the adoption of technology challenges the full implementation of ICT as a neural network that could enable full-personalisation and, therefore, a deep learning ecosystem. Digital technologies can no longer be considered a simple tool to access, organise and communicate information. At its lowest denomination, technology becomes a constitutive structure “which partly constitutes the things to which is applied” (Van der Hoven, 2006, p68), and acts as a medium that both impacts on the way we explore reality and mediates its understanding (Carr, 2011; Cardinali et. al; 2009; Doidge, 2007; Kurtweil, 2005, quoted by White, 2011). At its highest denomination, technology can be understood from the perspective of sociomateriality, where material means are “constitutive of both activities and identities” (Orlikowski & Scott, 2008, p 455). From the perspective of the Extended Mind Theory (Clark & Chalmers, 1998) humans and tools can work together as a functional organ, blurring the boundaries between human and technology (Hannon, 2018).  Technologies are not the only medium capable of enabling deep learning, since “learning is not only the development of the fundamental competencies [but] also developing the personal, interpersonal and cognitive capabilities that allow one to diagnose what is going on in the complex, constantly shifting human and technical context of real-world practice and then match an appropriate response.” (Fullan & Scott, 2014, p4.). However, it would be naive to disregard the impact that emerging technologies are having not only on pedagogy, but also, on the economic and political pressures being transferred into secondary schools (Bolstad et al.,2012. p1).  The aim of my research is to inquire into the tools that high-achieving senior secondary school learners are using to interact with digital texts in order to (a) structure their learning [organising]; (b) articulating the "external mind" [signposting] and (c) representing mental processes [synthesising] and its intersection with Biesta’s (2010) notion of the dimensions of Education from the perspective of Complexity and ANT (actor-network) theory.

scholarly journals Accompanied versus unaccompanied walking for continuous oxygen saturation measurement during 6-min walk test in COPD: a randomised cross-over study

2021 ◽  
pp. 00921-2020
Author(s):  
Thomas F. Riegler ◽  
Anja Frei ◽  
Sarah R. Haile ◽  
Thomas Radtke
Keyword(s):  
Oxygen Saturation ◽  
Minimal Important Difference ◽  
Random Order ◽  
Population Level ◽  
Walking Distance ◽  
Walk Test ◽  
Experimental Conditions ◽  
Significant Difference ◽  
Standardised Testing ◽  
The Impact

Study questionIs there i a difference in the 6-Min Walk Test (6 MWT) distance when the assessor accompanies the patient to continuously measure oxygen saturation (SpO2) compared to the patient walking unaccompanied?MethodsWe conducted a prospective randomised cross-over study to evaluate the impact of the assessor walking with the patient during 6 MWT (6 MWTwith) versus patient walking alone (6 MWTwithout). At the end of a pulmonary rehabilitation programme, each patient performed two 6 MWTs in random order and separated by 30 min rest.Results49 COPD patients (GOLD II-IV) were included. In a regression model adjusting for period and subject, accompanying the patient resulted in a lower walking distance (mean difference −9.1 m, [95%CI, −13.9 to −4.3], p=0.0004). Notably, six patients walked more than 30 m further (minimal important difference, MID) in one of the two conditions (6 MWTwith: n=1, 6 MWTwithout: n=5). There were no between-sequence-group differences in heart rate, dyspnoea and leg-fatigue, and SpO2. The median (interquartile range) number and duration of SpO2 signal artefacts were high but not different between the experimental conditions (6 MWTwith: 17 [4, 24], 34 s [7, 113], 6 MWTwithout: 11 [3, 26], 24 s [4, 62]).Answer to the questionOn a study population level, we observed a statistically significant difference in 6 MWT distance between the two experimental conditions, however, the magnitude of difference is small and may not be considered clinically relevant. Nevertheless, in a clinical setting, unaccompanied walking resulted in a substantially higher walking distance pointing towards strictly standardised testing methodology, in particular in pre-post study designs.

scholarly journals One law to rule them all: Stretched exponential master curve of capacity fade for Li-ion batteries

2019 ◽  
Author(s):  
Eduardo Cuervo-Reyes ◽  
Reto Flueckiger
Keyword(s):  
Master Curve ◽  
Life Time ◽  
Cell Types ◽  
Li Ion Batteries ◽  
Stretched Exponential ◽  
Temperature State ◽  
Cell Type Specific ◽  
Li Ion ◽  
Common Behaviour ◽  
Standardised Testing

Li-ion batteries gradually lose their capacity with time and use; therefore, ageing forecasts are key to designs of battery powered systems. So far, cell-type-specific studies without standardised testing practices have lead to a variety of ageing models in which generality, simplicity, and accuracy seem exclusive. Previous studies hint to an interplay of multiple mechanisms leading to capacity loss, which depend on cell chemistry and are affected by temperature, state of charge, and cycling rate. Here we show that, despite this complexity, the time dependence of the actual capacity follows a unique master curve, for several cell types aged under various different conditions. We discuss the statistical origin of this common behaviour, and the testing practice required for the characterisation of a model. The master curve is a stretched exponential that describes many other phenomena in nature and is theoretically justified within a diffusion-to-traps depletion model. These findings provide a simple and broadly applicable framework for accurate life-time predictions.

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