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Descriptors:
Foreign Countries; Feedback (Response); Scripts; Student Certification; Examiners; Teaching Methods; Grading; Leaders; Behavior; Inspection; Decision Making; Chemistry; Geography; Critical Thinking; Secondary Education

Abstract:
UK awarding bodies increasingly use technology to distribute digital copies of students' examination scripts to examiners for marking. This process allows senior examiners (team leaders) to remotely monitor and feedback on the marking quality of examiners under their supervision throughout the marking period. The objective of this study was to gain an overview of team leader monitoring behaviours in the context of ongoing, situated decision making. This overview included specific analysis of the types of feedback behaviours employed by team leaders as well as the motivations behind their use. A second objective was to gain an understanding of the effects of any feedback on recipient examiners. The study identified that all team leaders proceeded through three distinct stages of monitoring. The study was also able to identify some variation in behaviours between the different team leaders, particularly in the extent to which feedback was dialogic in character, and this had apparent effects on the examiners who received the feedback. (Contains 1 table and 7 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; High School Students; Physical Education; Ethnicity; Social Class; Low Achievement; Minority Group Students; Health Education; Standards; Educational Environment; Academic Achievement; Educational Testing; Pacific Islanders; Ethnic Groups; Credentials; Student Certification; Migrant Children; Course Selection (Students); Status

Abstract:
Health and physical education (PE) are low status, marginalised subjects in many schools internationally. However in New Zealand, Australia and elsewhere, they are concurrently credentialed and recognised senior high school options in which students can gain national qualifications. In New Zealand these subjects also tend to attract students who are statistically low achievers in the educational system. For example, health and PE are chosen in senior high school by disproportionate numbers of Maori (indigenous) and migrant Pasifika youth. Results suggest that these same youth achieve more in these disciplines than in other subjects. Considering why large numbers of Maori and Pasifika students choose health and PE is, of course, important. More prescient perhaps is consideration of how their engagement with health and PE intersects with their general positioning in education in relation to social class, ethnicity, physicality and other social hierarchies. Of interest is whether achievement in health and PE reinforces or contests the underachievement of Maori and Pasifika students? In this article, I discuss the implications for marginalised youth in taking health and PE as senior high school options. I draw on Bourdieu's notion of capital to explore the intersection of ethnicity, health and PE with national qualifications. (Contains 2 notes and 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Social Services; Educational Technology; Student Certification; Health Services; Student Placement; Educational Strategies; Social Isolation; Handheld Devices; Teaching Methods; Cooperation; Counselor Training; Social Work; Clinical Psychology; Questionnaires; Program Descriptions; Foreign Countries

Abstract:
Health and social care students spend up to 50% of their course in practice. Placements are distributed across a wide geographical area and have varying degrees of IT access and support. Consequently, students may feel isolated from peers, academic staff, and resources required for effective learning. Mobile technology has considerable potential to enhance the learning of these students. This paper presents the development and implementation of the Centre for Excellence in Professional Placement Learning's mobile learning project and the principles that both drove and emerged from this work. Handheld devices were matched to students' pedagogic need. Principles covered areas such as pedagogy, partnership working, technology, inclusivity, evaluation, and research. Collaboration across sectors and institutions and an understanding of professional cultures and contexts were seen as key in instigating and embedding mobile learning to support students on placement. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Vocational Schools; Database Management Systems; Blended Learning; Web Based Instruction; Computer Science Education; Comparative Analysis; Instructional Effectiveness; College Students; Learner Controlled Instruction; Conventional Instruction; Problem Solving; Student Certification; Learner Engagement; Tests

Abstract:
Students in the vocational schools in Taiwan largely care little about their grades and do not get involved adequately in their schoolwork. To respond effectively to this challenge of teaching, two cases were studied and compared; one is a class using a traditional method of teaching and the other a class deploying innovative teaching methods of blended learning (BL) with web-mediated self-regulated learning (SRL). The effects of combining BL with SRL on developing students' computing skills in applying database management system (DBMS) to solve authentic problems are encouraging. The students in the case of BL with SRL paid positive attention to this newer teaching method and had a statistically higher rate of passing a certification test than those in the traditional class. (Contains 3 tables and 6 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Student Motivation; Foreign Countries; Program Effectiveness; Educational Policy; Academic Persistence; School Holding Power; Academic Achievement; Vocational Education; Student Attitudes; Public Officials; Postsecondary Education; Student Certification; Educational Certificates; Students

Abstract:
This paper reviews recent research that has questioned the efficacy of using what has been defined as "policy with regards to student motivation" to enhance retention and achievement among vocational students. This research examined the contradictions between GNVQ and AVCE policy and the student perceptions of these courses at two schools and a college in the south east of England. It identified a conceptual framework for estimating Advanced GNVQ and AVCE students' expectancies, values and self-regulated learning and demonstrated the value of using psychological theory and methodology to test policy assumptions regarding the motivation of students. The research identified tensions between the vocational policy discourse and end-users perceptions and may provide important lessons for policymakers who appear to be adopting the same approach to policy with regards to student motivation in the rhetoric, design and function of the Level 3 Diploma. (Contains 2 figures, 1 table and 4 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Test Items; Foreign Countries; Statistical Analysis; Gender Bias; Item Response Theory; Mathematics Tests; Case Studies; Comparative Analysis; Item Analysis; Student Certification; Statistical Bias; Measurement Techniques

Abstract:
This is a quantitative study, which attempted to detect gender bias test items from the Botswana Junior Certificate Examination in mathematics. To detect gender bias test items, a randomly selected sample of 4000 students responses to mathematics paper 1 of the Botswana Junior Certificate examination were selected from 36,000 students who sat for the examination. Out of which 2,000 were males and 2000 were females. The examination paper consisted of 38 test items. To detect the gender biased test items, the study used 3PL (Multilog software) item response theory (IRT) statistical analysis. This generated the item characteristics curves (ICC for the two groups (male/female). The study compared the results generated from the ICC curves for the male and female groups, and found that, out of 16 test items that fitted the 3PL item response theory (IRT) statistical analysis, 5 items were gender biased. (Contains 3 tables and 7 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Experiential Learning; Work Experience; Prior Learning; Higher Education; Student Evaluation; Student Certification; Social Integration; Access to Education; Costs; Social Justice; Economic Factors; Literature Reviews; Foreign Countries

Abstract:
Within the context of work-based learning, this article reviews the available evidence that supports the assumptions behind, and the claims made for the practice of accrediting prior experiential learning. Many of the claims made for accreditation of prior experiential learning (APEL) were found not to have been substantiated and some of the assumptions are challenged by the evidence. In general, however, the extent and level of evidence was found to be low and this paucity is undermining the development and exploitation of APEL as a practice. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Student Certification; Teacher Attitudes; Student Evaluation; Evaluation Methods; Surveys; Elementary School Teachers; Beliefs; Accountability; Teacher Evaluation; Correlation; Teacher Improvement; Teacher Education; Educational Attainment

Abstract:
Increased state and federal accountability measures have made the assessment of student performance one of the most critical responsibilities of classroom teachers; yet, inadequate opportunities for preservice and inservice training leave many teachers feeling ill-prepared for this task. Adding to the complexity of building teachers' assessment literacy is the relationship between assessment beliefs and classroom assessment practices. This quantitative study utilizes a validated, online survey to examine how elementary teachers (n = 79) define their assessment beliefs (conceptions) and how these beliefs influence which assessment practices are valued within the classroom. Findings suggest that despite teachers' limited exposure to assessment training, four distinct assessment beliefs exist within the elementary classroom: assessment for school accountability, assessment for student certification, assessment for improvement of teaching and learning, and assessment as irrelevant. Assessment for the improvement of teaching and learning yielded the highest composite mean and was negatively correlated with the irrelevance belief and positively related to school accountability. An analysis of the importance of assessment practices revealed authentic assessments, short answers, teacher-made assessments, and performance assessments as the most valued, while publisher assessments and major exams had the lowest means. Significant relationships were identified between demographics and beliefs and practices, with the most practical findings related to exposure to assessment training and level of degree attainment. Significant relationships were also noted between all beliefs and the value of specific assessment practices, with the exception of the irrelevance belief. No significant relationships were noted between the irrelevant belief and value of assessment practices; however, many negative correlations were documented. Results are discussed in light of other research, indicating that a greater understanding of assessment beliefs and importance of practices can contribute to the development of relevant professional development aimed at the improvement of teachers' assessment pedagogies and practices can contribute to greater educational success. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Community Colleges; College Transfer Students; Transfer Rates (College); Articulation (Education); Two Year College Students; Enrollment; Expenditure per Student; Associate Degrees; Student Certification

Abstract:
This paper provides the student statistics of the Community College League of California for the year 2010. These include: Per-Student Funding by Education System, 2009-10; Undergraduate Student Enrollment, 2008-09; Number of Student Transfers to Four-Year Public & Private Institutions, 2008-09; and Degrees and Certificates Awarded, 2008-09. Several facts about the California community colleges are also presented. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Pilot Projects; Lifelong Learning; Engineering Education; Curriculum Development; Regional Cooperation; Student Certification; Accreditation (Institutions); Institutional Evaluation; Academic Standards; Program Descriptions; Educational Innovation; Standard Setting

Abstract:
The need for a flexible and versatile workforce that is constantly learning and upgrading its skills has led to a continual demand for courses in which employees are re-trained and updated on a lifelong basis. Students and workers now have to be prepared for a labour market in which they can be expected to change jobs many times, and they need to acquire appropriate skills that are transferable and portable across sectors, countries and cultures. This paper presents a new approach to unifying a European curriculum for production engineering. The paper discusses the background, developments, module structure, testing and ongoing work that is carried out in the European Production Engineering Certification project--a two year pilot project granted by the European Union Programme Leonardo da Vinci. (Contains 1 table and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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