This Tutor Delivery Pack for AQA GCSE (9-1) Physics Higher has a curriculum that matches tutor packs for a whole academic year and contains everything needed for a whole academic year of private tutoring: 38 complete lessons, complete with plans, activities and homework Detailed explanation on the use of the pack Information for parents Specification guidance Needs analysis for the parents and the students Mapping guide to the Revise GCSE Series Progress and End-of-Lesson Report templates Differentiation and extension ideas Customisable certificates in the digital version of the pack

In this tribute to Benjamin Wright, former students and colleagues recall the foundational contributions he made to the theory and practice of measurement in a career spanning over five decades. Wright is recognized as the foremost proponent of the psychometric approach of Georg Rasch, a Danish mathematician, whose ideas continue to provoke controversy. Wright's colleagues and students, and students of their students, are leaders in educational research and practice around the world. This volume relates the extent of Wright's influence far beyond education and psychology, where his work in measurement began, into health care and the social sciences at large. The editors and contributors-all leading measurement scholars-trace the development of themes in Wright's work, identifying the roots of today's formative assessment methods, the integration of quantitative and qualitative data, and the contrast between scientific and statistical methods. These previously unpublished papers reflect on Wright's lifelong passion for making measurement both more scientific and more meaningful. They recount how Wright's insight, energy, and gregarious nature led him to produce multiple innovations in computing, estimation methods, model development, fit assessment, and reliability theory, stimulating practical applications in dozens of fields, serving on over 120 dissertation committees, and founding several professional societies. The volume includes three reprinted articles by Wright that provide insights into his early engagement with Rasch's ideas. Psychological and Social Measurement will be welcomed by the broad international measurement community of professionals and researchers working in such diverse fields as education, psychology, health sciences, management, and metrology. Scientists working in any field involving measurement science and technology will appreciate an inside look at this seminal figure and a new perspective on the expanding conversation across the sciences about measurement and the communication of meaningful, transparent information.

Achievement assessment has undergone a major shift, from what some call a culture of testing' to a culture of assessment'. Nowadays, a strong emphasis is placed on the integration of assessment and instruction, on assessing processes rather than just products, and on evaluating individual progress relative to each student's starting point. This book addresses assessment issues in light of the present state of affairs. The first part discusses new alternatives in the assessment of achievement in various subject areas, focusing on agenda, practice, impact and evaluation of the assessment. The second part deals with issues related to assessment of the learning process, specifically: questions concerning the assessment of individual differences in prior knowledge, learning skills and strategies.

This Open Access book presents an international group of scholars seeking to understand how youth from different cultures relate to modern multidimensional concepts of citizenship, and the roles that education and society have in shaping the views of the world's future citizens. The book also explores how different aspects of citizenship, such as attitudes towards diverse population groups and concerns for social issues, relate to classical definitions of norm-based citizenship from the political sciences. Authors from Asia, Europe, and Latin America provide a series of in-depth investigations into how concepts of "good citizenship" are shaped in different regions of the globe, using the rich comparative data from the IEA's International Civic and Citizenship Study (ICCS) 2016. In twelve chapters, the authors review the concept of "good citizenship"; how citizenship norms adherence is configured into profiles across countries; and what country, school, and background factors are related to how students adhere to citizenship norms. Recognizing contingent social and political situations in specific regions of the world, the present books offer six chapters where authors apply their expertise to offer locally relevant and pertinent observations on how young people from diverse cultures understand and relate to different dimensions of citizenship in countries of Asia, Europe, and Latin America. The present book is of relevance for different audiences interested in civic education and political socialization, including social sciences and education, integrating topics from political science, sociology, political psychology, and law.

This book discusses the issues of equity-based education in India and advocates for providing fair and inclusive system of education. It focuses on the practice of democratic education to promote critical thinking and develop problem-solving attitudes among learners in learner-centric classrooms. Offering insightful comments on the contemporary issues related to Education in India, the book underlines the need for teachers to draw from the reforms suggested in the New Education Policy 2020 to ensure equitable learning. It aims to develop teachers’ capacity to identify students’ needs and ensure community participation. The book discusses a range of topics such as holistic assessment, reflexive pedagogy, ICT, innovations in education, and inclusiveness among others. While providing theoretical as well as empirical insights on the approaches needed in classrooms for better learning, it also provides anecdotal evidence and case studies to support equity-based education. The book will be of interest to teachers and researchers of education, vocational education, and teacher education. It will also be useful for educators, educationists, education administrators, Special educators, academicians, policymakers, in-service teachers, teacher educators and teacher trainees.

This Tutor Delivery Pack for Edexcel GCSE (9-1) English Language (Grades 5-9) is curriculum matched and contains everything needed for a whole academic year of private tutoring: 38 complete lessons, complete with plans, activities and homework Detailed explanation on the use of the pack Information for parents Specification guidance Advice on preparing for the exam Needs analysis for the parents and the students Mapping guide to the Revise GCSE Series Progress and End-of-Lesson Report templates Differentiation and extension ideas Customisable certificates in the digital version of the pack

This handbook provides an overview of major developments around diagnostic classification models (DCMs) with regard to modeling, estimation, model checking, scoring, and applications. It brings together not only the current state of the art, but also the theoretical background and models developed for diagnostic classification. The handbook also offers applications and special topics and practical guidelines how to plan and conduct research studies with the help of DCMs. Commonly used models in educational measurement and psychometrics typically assume a single latent trait or at best a small number of latent variables that are aimed at describing individual differences in observed behavior. While this allows simple rankings of test takers along one or a few dimensions, it does not provide a detailed picture of strengths and weaknesses when assessing complex cognitive skills. DCMs, on the other hand, allow the evaluation of test taker performance relative to a potentially large number of skill domains. Most diagnostic models provide a binary mastery/non-mastery classification for each of the assumed test taker attributes representing these skill domains. Attribute profiles can be used for formative decisions as well as for summative purposes, for example in a multiple cut-off procedure that requires mastery on at least a certain subset of skills. The number of DCMs discussed in the literature and applied to a variety of assessment data has been increasing over the past decades, and their appeal to researchers and practitioners alike continues to grow. These models have been used in English language assessment, international large scale assessments, and for feedback for practice exams in preparation of college admission testing, just to name a few. Nowadays, technology-based assessments provide increasingly rich data on a multitude of skills and allow collection of data with respect to multiple types of behaviors. Diagnostic models can be understood as an ideal match for these types of data collections to provide more in-depth information about test taker skills and behavioral tendencies.

The South African curriculum has experienced many changes since 1994. There was outcomes-based education (also known as Curriculum 2005), then the Revised National Curriculum Statements, followed by the National Curriculum Statements (NCS). In January 2012, Curriculum and Assessment Policy Statements (CAPS) were introduced to replace the NCS. All these changes have been confusing to the average teacher, with the assessment of the young learner being particularly challenging. Assessment in the Foundation Phase guides teachers and student teachers towards understanding assessment as a means for ensuring that learners have attained the necessary outcomes, and doing it effectively for optimal teaching and learning. Assessment in the Foundation Phase sets out recommended techniques and tools to assess learners' knowledge, skills, attitudes and values, and applies these to all subjects prescribed by CAPS. Its goal is to inspire teachers to prepare learners to meet the challenges of future learning through quality assessment and in so doing, support learners in gaining the capacity for lifelong learning. A chapter on e-assessment introduces a useful perspective on this burgeoning field. Assessment in the Foundation Phase is aimed at teachers and student teachers. Reda Davin was a senior lecturer and programme manager in BEd (ECD), PGCE (ECD) and Foundation Phase progammes for 31 years. She holds a DEd degree and MDiac in play therapy and is the Head of Department: Foundation Phase Teacher Training at AROS in Pretoria. She is the editor and co-author of four books on early childhood teaching. Mariana Naude is a lecturer in mathematics for undergraduate student teachers (Foundation Phase) at Aros in Pretoria She is the co-editor of various text books published by Van Schaik Publishers, including Teaching Foundation Phase mathematics: a guide for South African students and teachers and Teaching life skills in the Foundation Phase.

Bernard R. Gifford In the United States, the standardized test has become one of the major sources of information for reducing uncertainty in the determination of individual merit and in the allocation of merit-based educational, training, and employment opportunities. Most major institutions of higher education require applicants to supplement their records of academic achievements with scores on standardized tests. Similarly, in the workplace, as a condition of employment or assignment to training programs, more and more employers are requiring prospective employees to sit for standardized tests. In short, with increasing frequency and intensity, individual members of the political economy are required to transmit to the opportunity marketplace scores on standardized examinations that purport to be objective measures of their and potential. In many instances, these test scores are the abilities, talents, only signals about their skills that job applicants are permitted to send to prospective employers. THE NATIONAL COMMISSION ON TESTING AND PUBLIC POLICY In view of the importance of these issues to our current national agenda, it was proposed that the Human Rights and Governance and the Education and Culture Programs of the Ford Foundation support the establishment of a ''blue ribbon" National Commission on Testing and Public Policy to investigate some of the major problems as well as the untapped opportunities created by recent trends in the use of standardized tests, particularly in the workplace and in schools.

This book presents a comparative ethnographic understanding of government and low-fee private schools in India within the context of ever-increasing privatization and commercialization of education and growing presence of non-state actors. Drawing on rich empirical data, the book provides an ethnographic account of a government and a low-fee private school in Hyderabad, India and explores life in these two distinct spaces through the lens of culture. While private schools catering to the poorer sections have been proliferating, little is known about how these low-fee private schools operate, how choices and negotiations unfold, the classroom discourses, subjective meanings of different stakeholders and the kind of education provided in these schools vis-a-vis the government schools. The book focuses on the educational experiences, schooling choices, processes, and voices of the children and teachers at these schools to reflect on how school culture influences the quality of education. Based on intensive fieldwork and qualitative data, the book provides contextual insights of what exactly happens inside the schools and classrooms of two contrasting schooling provisions in India and understand the world views of different stakeholders as they negotiate their daily lives. The book will be of interest to students, researchers, and teachers of education, sociology of education, childhood studies, urban education, and teacher education. It will also be useful for education policymakers, educationists, education professionals, and those working on private schooling in India.

Advancing Natural Language Processing in Educational Assessment examines the use of natural language technology in educational testing, measurement, and assessment. Recent developments in natural language processing (NLP) have enabled large-scale educational applications, though scholars and professionals may lack a shared understanding of the strengths and limitations of NLP in assessment as well as the challenges that testing organizations face in implementation. This first-of-its-kind book provides evidence-based practices for the use of NLP-based approaches to automated text and speech scoring, language proficiency assessment, technology-assisted item generation, gamification, learner feedback, and beyond. Spanning historical context, validity and fairness issues, emerging technologies, and implications for feedback and personalization, these chapters represent the most robust treatment yet about NLP for education measurement researchers, psychometricians, testing professionals, and policymakers.

This open access book presents a large number of innovations in the world of operational testing. It brings together different but related areas and provides insight in their possibilities, their advantages and drawbacks. The book not only addresses improvements in the quality of educational measurement, innovations in (inter)national large scale assessments, but also several advances in psychometrics and improvements in computerized adaptive testing, and it also offers examples on the impact of new technology in assessment. Due to its nature, the book will appeal to a broad audience within the educational measurement community. It contributes to both theoretical knowledge and also pays attention to practical implementation of innovations in testing technology.

Constructing Measures introduces a way to understand the advantages and disadvantages of measurement instruments. It explains the ways to use such instruments, and how to apply these methods to develop new instruments or adapt old ones, based on item response modeling and construct references. Now in its second edition, this book focuses on the steps taken while constructing an instrument, and breaks down the "building blocks" that make up an instrument-the construct map, the design plan for the items, the outcome space, and the statistical measurement model. The material covers a variety of item formats, including multiple-choice, open-ended, and performance items, projects, portfolios, Likert and Guttman items, behavioral observations, and interview protocols. Each chapter includes an overview of the key concepts, related resources for further investigation, and exercises and activities. A variety of examples from the behavioral and social sciences and education-including achievement and performance testing, attitude measures, health measures, and general sociological scales-demonstrate the application of the material. Accompanying downloadable resources feature control files, output, and a data set to allow readers to compute the text's exercises and create new analyses and case archives based on the book's examples so the reader can work through the entire development of an instrument. New to this edition are additional example contexts including a cognitive/achievement example, an attitude example, and a behavioral example; new concentrations on specific measurement issues and practices such as standard-setting, computer-delivery and reporting, and going beyond the Likert response format; and updated online resource with new materials, such as selected research articles with data sets and teaching resources like a syllabus and PowerPoint slides. Constructing Measures is an invaluable text for undergraduate and graduate courses on item, test, or instrument development; measurement; item response theory; or Rasch analysis taught in a variety of departments including education, statistics, and psychology. The book also appeals to practitioners who develop instruments, including industrial/organizational, educational, and school psychologists; health outcomes researchers; program evaluators; and sociological measurers.

For undergraduate and graduate courses in Special Education Assessment A practical, applied approach to assessing learners with special needs from early childhood through transition Assessing Learners with Special Needs: An Applied Approach, Seventh Edition provides readers with a practical, step-by-step approach to learning about the complex procedures of the assessment process. Integrated cases help facilitate reader comprehension of difficult concepts. Practice exercises provide an opportunity for readers to monitor their progress.

Bernard R. Gifford In the United States, the standardized test has become one of the major sources of information for reducing uncertainty in the determination of individual merit and in the allocation of merit-based educational, training, and employment opportunities. Most major institutions of higher education require applicants to supplement their records of academic achievements with scores on standardized tests. Similarly, in the workplace, as a condition of employment or assignment to training programs, more and more employers are requiring prospective employees to sit for standardized tests. In short, with increasing frequency and intensity, individual members of the political economy are required to transmit to the opportunity marketplace scores on standardized examinations that purport to be objective measures of their abilities, talents, and potential. In many instances, these test scores are the only signals about their skills that job applicants are permitted to send to prospective employers. THE NATIONAL COMMISSION ON TESTING AND PUBLIC POLICY In view of the importance of these issues to our current national agenda, it was proposed that the Human Rights and Governance and the Education and Culture Programs of the Ford Foundation support the establishment of a ''blue ribbon" National Commission on Testing and Public Policy to investigate some of the major problems, as well as the untapped opportunities, created by recent trends in the use of standardized tests, particularly in the workplace and in schools.

New technologies have radically transformed our relationship to information in general and to little bits of information in particular. The assessment of history learning, which for a century has valued those little bits as the centerpiece of its practice, now faces not only an unprecedented glut but a disconnect with what is valued in history education. More complex processes-historical thinking, historical consciousness or historical sense making-demand more complex assessments. At the same time, advances in scholarship on assessment open up new possibilities. For this volume, Kadriye Ercikan and Peter Seixas have assembled an international array of experts who have, collectively, moved the fields of history education and assessment forward. Their various approaches negotiate the sometimes-conflicting demands of theoretical sophistication, empirically demonstrated validity and practical efficiency. Key issues include articulating the cognitive goals of history education, the relationship between content and procedural knowledge, the impact of students' language literacy on history assessments, and methods of validation in both large scale and classroom assessments. New Directions in Assessing Historical Thinking is a critical, research-oriented resource that will advance the conceptualization, design and validation of the next generation of history assessments.

This book examines service-learning as a critical pedagogy and explores the benefit of creating a reflective journal. It can be a form of assessment for the students' service experiences connected to academic theory through their critical reflection and it can also be a form of critical action based on critical thought.

This open access book provides a comprehensive and informative overview of the current state of research about student perceptions of and student feedback on teaching. After presentation of a new student feedback process model, evidence concerning the validity and reliability of student perceptions of teaching quality is discussed. This is followed by an overview of empirical research on the effects of student feedback on teachers and instruction in different contexts, as well as on factors promoting the successful implementation of feedback in schools. In summary, the findings emphasize that student perceptions of teaching quality can be a valid and reliable source of feedback for teachers. The effectiveness of student feedback on teaching is significantly related to its use in formative settings and to a positive feedback culture within schools. In addition, it is argued that the effectiveness of student feedback depends very much on the support for teachers when making use of the feedback. As this literature review impressively documents, teachers in their work - and ultimately students in their learning - can benefit substantially from student feedback on teaching in schools. "This book reviews what we know about student feedback to teachers. It is detailed and it is a pleasure to read. To have these chapters in one place - and from those most up to date with the research literature and doing the research - is a gift." John Hattie

Why are children from disadvantaged and minority communities overrepresented among academic underachievers, poor learners and school dropouts? This volume engages with this question and examines classroom learning as a process that involves a multitude of actors situated in specific social, cultural, and historical contexts. The volume covers an interdisciplinary spectrum of educational processes, contexts, educational ambitions, and limitations of low caste, working class and middle-class students from different Indian communities and regions. The volume delves into the problem of academic underperformance from a social identity perspective and probes into social context-based variability in classroom learning, systemic disadvantages in the form of negative stereotypes and the family as an under-studied social group in all discussions of schooling. It also examines the teacher perceptions and attitudes toward Adivasi students and other minority groups in primary schools, and their effect on children's classroom engagement. The essays in this volume provide insights into unresolved and critical research questions that require attention of teachers, school management, educators, and policy makers alike. This book will also be useful for academicians, policymakers, teacher educators, pedagogic practitioners in India and abroad, and state and central government institutions working on school education, educational psychology, policymaking in education, learning methods and research on educational enhancement.

This book draws on detailed case studies from three very different countries and school systems to explore the early adolescent learner and the middle years of learning, both of which are often overlooked in the literature. An abundance of research shows the importance of the middle years in putting early adolescent learners on the path to success in further education, careers, and general wellbeing. By focusing on bringing current research to life through the sharing of practical examples and lived experiences of practitioners, this book explores how issues such as curriculum reform, inclusive philosophies, instructional design, and assessment practices are supporting the conditions in which effective middle years learning can unfold. A comparative approach, using data from Canada, Germany and Finland, is utilized to critically examine the effects of the pedagogical methods employed by teachers, and the learning environments in which formal education takes place. The book makes a compelling case for the importance of fostering student voice and choice, and developing new ways of engaging the school community as a whole, and makes a valuable contribution to the discourse concerning early adolescent learners and the middle years of schooling.

The educational domain provides a platform for social mobility and social change. This book investigates the new National Educational Policy (NEP) to understand how it can bring social justice and transform education in a meaningful way to match the imagination of students from diverse groups. The author discusses matters of emotion and authority in education and argues for the need for educational psychology which takes into account the self-conscious emotions of students and teachers. The book reflects on important topics such as critical pedagogy, dehumanization, power in education through bricolage, legitimacy in education all within the context of critical educational psychology. Through research and observations, it discusses the social-psychological aspect of stereotyping, othering and prejudices in the educational domain. The book will be of interest to students, teachers and researchers working on education, school education, sociology of education, politics of education, and educational psychology. It will also be useful for academicians, educators, policymakers, schoolteachers, and those interested in the politics of education.

This book provides contemporary knowledge on school effectiveness and proposes strategic interventions for enhancing it. It focuses on improving academic leadership for enhancing the effectiveness of schools and discusses how national education policies are helpful in providing a vision towards improving school effectiveness. It highlights the role of teachers as academic leaders in the implementation of policy recommendations at school and classroom levels. It offers methods and mechanisms for academic leaders to measure the learning of students for school assessment. The author also discusses how academic leadership involves creating a vision and mission based on science and research data for the organisation, inspiring innovation and creative ideas, developing teamwork, and a safe environment for staff to express their views. While providing an understanding of school as an organization, the volume outlines its management functions such as processes and quality of planning, management of curriculum, learner evaluation, institutional networks, and human resource management, among others. The volume is a guidebook for training and capacity building for school-level practitioners and leaders in education management. Embedded with real-life cases and episodes, this volume will be of interest to teachers, students, and practitioners of education, management, and education management. It will also be useful for academicians, educationalists, practitioners, management professionals, educational leaders, and policymakers.