ERIC Number: ED229359
Record Type: Non-Journal
Publication Date: 1982-Dec
Reference Count: N/A
The Identification of More Able Pupils in Comprehensive Schools. Final Report. Part II.
Denton, Cliff; Postlethwaite, Keith
In the second year of a project investigating the ability of secondary school teachers to identify high-ability students, two questions were addressed: what student characteristics influenced teachers' judgments, and why checklists appeared to have little impact on teachers' judgments. A structured approach was developed to study student characteristics to which teachers were sensitive when making judgments on ability. This approach sought to determine the scope of teachers' knowledge of students, and how this knowledge corresponded with judgments based on students' test scores. Checklists were modified to make them more workable. Extensive classroom observations were made to establish if relevant clues to ability could emerge from day-to-day activities. A number of behavioral and motivational influences on teacher judgments, as well as those based on student test scores, were observed. It was concluded that teachers' assessments were sufficiently high for them, combined with refined checklists, to be considered relevant. (JD)
Descriptors: Ability Grouping, Ability Identification, Academically Gifted, Check Lists, Foreign Countries, Informal Assessment, Inservice Teacher Education, Secondary Education, Secondary School Teachers, Skill Analysis, Standardized Tests, Student Characteristics, Student Evaluation, Teacher Attitudes, Test Reliability
Publication Type: Information Analyses; Reports - Research
Education Level: N/A
Authoring Institution: Oxford Univ. (England). Oxford Educational Research Group.
Identifiers - Location: United Kingdom (England)