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Testing Results in the Infant School (Routledge Revivals)
by D.E.M. GardnerFirst published in 1942, Testing Results in the Infant School describes an attempt to measure objectively the results of education in Infant schools where children are free to move and speak and play, as compared with schools of a more formal and traditional type. The book explains in detail the variety of tests used, the reasons behind them, and the children’s reactions to them. It concludes with an evaluation of the results and suggestions for their bearing on educational practice. It will appeal to those with an interest in the history, theory, and psychology of education.
Testing Results in the Infant School (Routledge Revivals)
by D.E.M. GardnerFirst published in 1942, Testing Results in the Infant School describes an attempt to measure objectively the results of education in Infant schools where children are free to move and speak and play, as compared with schools of a more formal and traditional type. The book explains in detail the variety of tests used, the reasons behind them, and the children’s reactions to them. It concludes with an evaluation of the results and suggestions for their bearing on educational practice. It will appeal to those with an interest in the history, theory, and psychology of education.
Testing Talk: Ways to Assess Second Language Oral Proficiency
by Dr Pia Sundqvist Dr Erica SandlundOral assessments are of vital importance to second language learners, but how can teachers and examiners best test L2 learner talk and interaction? Bringing together theory and research within the field of L2 oral proficiency, with the concept of L2 encompassing any language learned later than the early childhood years, this book provides a state-of-the art overview of what is at stake for L2 learners and examiners, and advice on how to approach testing and assessment. Using data and findings from empirical research to illustrate and discuss key topics, Testing Talk takes the reader step-by-step through the major concepts and issues in the oral assessment of second languages, with a main focus on L2 English. Investigating and explaining the most important educational and interactional issues facing both examiners and test-takers, such as the factors which come into play during speaking tests, the differences between common test formats, and the challenge of ensuring equity in assessment, this book offers research-based advice on ways to design test tasks and in-depth insights into the assessment of L2 speaking. Featuring a glossary of key terms and concepts, discussion questions and further reading for each chapter, and a comprehensive companion website hosting a wealth of additional materials, including authentic test recordings and assessment tasks to be used by researchers and practitioners alike, this is the only book needed in order to understand, design, and assess interactive oral L2 tests.
Testing Talk: Ways to Assess Second Language Oral Proficiency
by Dr Pia Sundqvist Dr Erica SandlundOral assessments are of vital importance to second language learners, but how can teachers and examiners best test L2 learner talk and interaction? Bringing together theory and research within the field of L2 oral proficiency, with the concept of L2 encompassing any language learned later than the early childhood years, this book provides a state-of-the art overview of what is at stake for L2 learners and examiners, and advice on how to approach testing and assessment. Using data and findings from empirical research to illustrate and discuss key topics, Testing Talk takes the reader step-by-step through the major concepts and issues in the oral assessment of second languages, with a main focus on L2 English. Investigating and explaining the most important educational and interactional issues facing both examiners and test-takers, such as the factors which come into play during speaking tests, the differences between common test formats, and the challenge of ensuring equity in assessment, this book offers research-based advice on ways to design test tasks and in-depth insights into the assessment of L2 speaking. Featuring a glossary of key terms and concepts, discussion questions and further reading for each chapter, and a comprehensive companion website hosting a wealth of additional materials, including authentic test recordings and assessment tasks to be used by researchers and practitioners alike, this is the only book needed in order to understand, design, and assess interactive oral L2 tests.
Testing Teachers: The Effects of Inspections on Primary Teachers
by Bob Jeffrey Peter WoodsSince the 1992 Education Act inaugurated national arrangements for inspection, schools have operated within an 'inspection climate' which pervades every aspect of school life on a continual basis. The significance of OFSTED inspections cannot be overestimated. They are often the most challenging, searching, uncompromising and stressful events teacher have ever experienced. What effects do they have on teachers and their work, on their self and role, and on school policy and ethos? Drawing on case studies from contrasting primary schools over a three- year period, this book reveals how OFSTED inspections were received within primary schools. It meets the need for detailed, rigorous research into inspections and their effects on teachers.
Testing Teachers: The Effects of Inspections on Primary Teachers
by Bob Jeffrey Peter WoodsSince the 1992 Education Act inaugurated national arrangements for inspection, schools have operated within an 'inspection climate' which pervades every aspect of school life on a continual basis. The significance of OFSTED inspections cannot be overestimated. They are often the most challenging, searching, uncompromising and stressful events teacher have ever experienced. What effects do they have on teachers and their work, on their self and role, and on school policy and ethos? Drawing on case studies from contrasting primary schools over a three- year period, this book reveals how OFSTED inspections were received within primary schools. It meets the need for detailed, rigorous research into inspections and their effects on teachers.
Testing Times: A History of Vocational, Civil Service and Secondary Examinations in England since 1850
by Willis RichardThis book focuses on the delivery of public examinations offered by the main examining boards in England since Victorian England. The investigation reveals that the provision of examinations was as controversial in the nineteenth century as it is today, particularly since the government is now determined to bring in reform. The issues of grade inflation, the place of coursework in marking, and the introduction of technological change all feature in this book. Educational policy is primarily examined as well as some reference to the global scene. The study analyses archival material from a wide range of sources, including those records stored at the National Archives and the London Metropolitan Archives. An emphasis is placed upon the various institutions that contributed to the process, including the Royal Society of Arts, the London Chamber of Commerce, the City of Guilds of London Institute and the University of London. Attention is given to the findings of the Taunton Commission and the Bryce Commission and shorter reports such as the Northcote-Trevelyn Report which served to radicalise entry and recruitment to the Civil Service. The modern GCSE and the plans for I-levels are considered and key observations are made about the efficacy of those examinations offered by Oxford and Cambridge universities and O-levels, A-levels and NVQs, The reader is given every opportunity to benefit enthusiastically in this account of examinations, and those engaged in education, whether teachers, examiners, students or administrators, will be able to gain useful insights into the workings of the examination system.
Testing Times: the uses and abuses of assessment
by Gordon StobartAssessment dominates our lives but its good intentions often produce negative consequences. An example that is central to this book is how current forms of assessment encourage shallow 'for-the-test' learning. It is true to say that as the volume of assessment increases, confidence in what it represents is diminishing. This book seeks to reclaim assessment as a constructive activity which can encourage deeper learning. To do this the purpose, and fitness-for-purpose, of assessments have to be clear. This book raises controversial questions about current uses of assessment and provides a framework for understanding them. It will be of great interest to teaching professionals involved in further study, and to academics and researchers in the field.nbsp;
Testing Times: The Uses and Abuses of Assessment
by Gordon StobartAssessment dominates our lives but its good intentions often produce negative consequences. An example that is central to this book is how current forms of assessment encourage shallow ‘for-the-test’ learning. It is true to say that as the volume of assessment increases, confidence in what it represents is diminishing. This book seeks to reclaim assessment as a constructive activity which can encourage deeper learning. To do this the purpose, and fitness-for–purpose, of assessments have to be clear. Gordon Stobart critically examines five issues that currently have high-profile status: intelligence testing learning skills accountability the ‘diploma disease’ formative assessment Stobart explains that these form the basis for the argument that we must generate assessments which, in turn, encourage deep and lifelong learning. This book raises controversial questions about current uses of assessment and provides a framework for understanding them. It will be of great interest to teaching professionals involved in further study, and to academics and researchers in the field.
Testing Times: The Uses and Abuses of Assessment
by Gordon StobartAssessment dominates our lives but its good intentions often produce negative consequences. An example that is central to this book is how current forms of assessment encourage shallow ‘for-the-test’ learning. It is true to say that as the volume of assessment increases, confidence in what it represents is diminishing. This book seeks to reclaim assessment as a constructive activity which can encourage deeper learning. To do this the purpose, and fitness-for–purpose, of assessments have to be clear. Gordon Stobart critically examines five issues that currently have high-profile status: intelligence testing learning skills accountability the ‘diploma disease’ formative assessment Stobart explains that these form the basis for the argument that we must generate assessments which, in turn, encourage deep and lifelong learning. This book raises controversial questions about current uses of assessment and provides a framework for understanding them. It will be of great interest to teaching professionals involved in further study, and to academics and researchers in the field.
Testing Wars in the Public Schools: A Forgotten History
by William J. ReeseDespite claims that written exams narrowed the curriculum, ruined children’s health, and turned teachers into automatons, once tests took root in American schools their legitimacy was never seriously challenged. William Reese puts today’s battles over standards and benchmarks into perspective by showcasing the history of the pencil-and-paper exam.
Testing Wars in the Public Schools: A Forgotten History
by William J. ReeseDespite claims that written exams narrowed the curriculum, ruined children’s health, and turned teachers into automatons, once tests took root in American schools their legitimacy was never seriously challenged. William Reese puts today’s battles over standards and benchmarks into perspective by showcasing the history of the pencil-and-paper exam.
Tests in Education: A Book of Critical Reviews
by Philip Levy Harvey GoldsteinTests in Education: A Book of Critical Reviews is a collection of reviews of tests used in education. Topics covered by the reviews include early development, language, mathematics, composite attainments, general abilities, and personality and counseling. In the introduction, the tests reviewed, their range, and their accessibility and availability are discussed, along with the issues taken into account by the reviewers in the preparation of their reviews. Some of the desiderata for published tests are considered and the principles and issues frequently referred to by the reviewers are highlighted. The next section is devoted to the test reviews, which cover early development, language, mathematics, composite attainments, general abilities, and personality and counseling. The final chapter focuses on a number of other reviews for tests such as the Comprehension Test for College of Education Students, Garnett College Test, Maitland Graves Design Judgement Test, The Meier Art Tests, Modern Language Aptitude Test, Seashore Measure of Musical Talents, and Wing Standardized Tests of Musical Intelligence. This monograph will be of value to a wide range of professionals, including teachers, higher administrative staff and educational advisers, educational psychologists, medical officers, speech therapists, pediatricians, psychiatrists, and social workers.
Text- and Speech-Triggered Information Access: 8th ELSNET Summer School, Chios Island, Greece, July 15-30, 2000, Revised Lectures (Lecture Notes in Computer Science #2705)
by Steve Renals Gregory GrefenstetteThis book presents revised versions of the lectures given at the 8th ELSNET European Summer School on Language and Speech Communication held on the Island of Chios, Greece, in summer 2000. Besides an introductory survey, the book presents lectures on data analysis for multimedia libraries, pronunciation modeling for large vocabulary speech recognition, statistical language modeling, very large scale information retrieval, reduction of information variation in text, and a concluding chapter on open questions in research for linguistics in information access. The book gives newcomers to language and speech communication a clear overview of the main technologies and problems in the area. Researchers and professionals active in the area will appreciate the book as a concise review of the technologies used in text- and speech-triggered information access.
Text as Pretext: Essays in Honour of Robert Davidson (The Library of Hebrew Bible/Old Testament Studies)
by Robert P. CarrollThis collection of essays in honour of Professor Robert Davidson celebrates a number of notable achievements of this outstanding Scottish churchman and scholar. It is published for the occasion of his sixty-fifth birthday, but it also marks his retirement from full-time university teaching and nods in the direction of his having been the Moderator of the General Assembly of the Church of Scotland (1990-91). The guiding principle governing this collection of essays is the notion of the Bible as the generator of other texts and cultural productions. The contributors are drawn from Davidson's wide range of colleagues and former students and focus on many different aspects of this generative force within the Bible itself and in materials related to it. Contributors include A.G. Auld, J.M.G. Barclay, E. Best, J.C.L. Gibson, W. Johnstone, H.A. McKay, J.K. Riches, and the editor, among others.
Text as Revelation (The Library of Hebrew Bible/Old Testament Studies)
by Hanna Tervanotko and Jonathan StöklText as Revelation analyses the shift of revelatory experiences from oral to written that is described in ancient Jewish literature, including rabbinic texts. The individual essays seek to understand how, why, and for whom texts became the locus of revelation.While the majority of the contributors analyze ancient Jewish literature for depictions of oral and written revelation, such as the Hebrew Bible and the literature of the Second Temple era, a number of articles also investigate textualization of revelation in cognate cultures, analyzing Egyptian, Mesopotamian and Greek sources. With subjects ranging from Ancient Egyptian and Sibylline oracles to Hellenistic writings and the books of Isaiah, Deuteronomy and Jeremiah, the studies in this volume bring together established and new voices reflecting on the issues raised by the interplay between writing and (divinatory) revelation.
Text as Revelation (The Library of Hebrew Bible/Old Testament Studies)
Text as Revelation analyses the shift of revelatory experiences from oral to written that is described in ancient Jewish literature, including rabbinic texts. The individual essays seek to understand how, why, and for whom texts became the locus of revelation.While the majority of the contributors analyze ancient Jewish literature for depictions of oral and written revelation, such as the Hebrew Bible and the literature of the Second Temple era, a number of articles also investigate textualization of revelation in cognate cultures, analyzing Egyptian, Mesopotamian and Greek sources. With subjects ranging from Ancient Egyptian and Sibylline oracles to Hellenistic writings and the books of Isaiah, Deuteronomy and Jeremiah, the studies in this volume bring together established and new voices reflecting on the issues raised by the interplay between writing and (divinatory) revelation.
Text-based Learning and Reasoning: Studies in History
by Charles A. Perfetti M. Anne Britt Mara C. GeorgiHistory is both an academic discipline and a school subject. As a discipline, it fosters a systematic way of discovering and evaluating the events of the past. As a school subject, American history is a staple of middle grades and high school curricula in the United States. In higher education, it is part of the liberal arts education tradition. Its role in school learning provides a context for our approach to history as a topic of learning. In reading history, students engage in cognitive processes of learning, text processing, and reasoning. This volume touches on each of these cognitive problems -- centered on an in-depth study of college students' text learning and extended to broader issues of text understanding, the cognitive structures that enable learning of history, and reasoning about historical problems. Slated to occupy a distinctive place in the literature on human cognition, this volume combines at least three key features in a unique examination of the course of learning and reasoning in one academic domain -- history. The authors draw theory and analysis of text understanding from cognitive science; and focus on multiple "natural" texts of extended length rather than laboratory texts as well as multiple and extended realistic learning situations. The research demonstrates that history stories can be described by causal-temporal event models and that these models capture the learning achieved by students. This text establishes that history learning includes learning a story, but does not assume that story learning is all there is in history. It shows a growth in students' reasoning about the story and a linkage -- developed over time and with study -- between learning and reasoning. It then illustrates that students can be exceedingly malleable in their opinions about controversial questions -- and generally quite influenced by the texts they read. And it presents patterns of learning and reasoning within and between individuals as well as within the group of students as a whole. By examining students' ability to use historical documents, this volume goes beyond story learning into the problem of document-based reasoning. The authors show not just that history is a story from the learner's point of view, but also that students can develop a certain expertise in the use of documents in reasoning.
Text-based Learning and Reasoning: Studies in History
by Charles A. Perfetti M. Anne Britt Mara C. GeorgiHistory is both an academic discipline and a school subject. As a discipline, it fosters a systematic way of discovering and evaluating the events of the past. As a school subject, American history is a staple of middle grades and high school curricula in the United States. In higher education, it is part of the liberal arts education tradition. Its role in school learning provides a context for our approach to history as a topic of learning. In reading history, students engage in cognitive processes of learning, text processing, and reasoning. This volume touches on each of these cognitive problems -- centered on an in-depth study of college students' text learning and extended to broader issues of text understanding, the cognitive structures that enable learning of history, and reasoning about historical problems. Slated to occupy a distinctive place in the literature on human cognition, this volume combines at least three key features in a unique examination of the course of learning and reasoning in one academic domain -- history. The authors draw theory and analysis of text understanding from cognitive science; and focus on multiple "natural" texts of extended length rather than laboratory texts as well as multiple and extended realistic learning situations. The research demonstrates that history stories can be described by causal-temporal event models and that these models capture the learning achieved by students. This text establishes that history learning includes learning a story, but does not assume that story learning is all there is in history. It shows a growth in students' reasoning about the story and a linkage -- developed over time and with study -- between learning and reasoning. It then illustrates that students can be exceedingly malleable in their opinions about controversial questions -- and generally quite influenced by the texts they read. And it presents patterns of learning and reasoning within and between individuals as well as within the group of students as a whole. By examining students' ability to use historical documents, this volume goes beyond story learning into the problem of document-based reasoning. The authors show not just that history is a story from the learner's point of view, but also that students can develop a certain expertise in the use of documents in reasoning.
Text-Based Research and Teaching: A Social Semiotic Perspective on Language in Use
by Peter Mickan Elise LopezContributions in this book illustrate the many methods available for researching language in context and for the analysis of everyday text types. Each chapter highlights language as a resource for the expression of meanings—a social semiotic resource. Text analysis is used to reveal our capacity to formulate multiple meanings for participation in different social practices—in relationships, in work, in education and in leisure. The approach is applied in text-based teaching and in the critical analysis of public discourses. The texts come from different social spheres including banking, language classes, senate hearings, national tests and textbooks, and interior architecture. Text-based research makes a major contribution to Critical Discourse Analysis. The editors and authors of this book demonstrate the value of text analysis for awareness of the role of language for accountable citizenship and for teaching and learning. This book will be of interest to anyone researching in the fields of language learning and teaching, functional linguistics, multimodality, social semiotics, systemic functional linguistics, text-based teaching, and genre analysis, as well as literacy teachers and undergraduate and postgraduate students of linguistics, media and education.
Text Comprehension And Learning
by Bernadette Van Hout-Wolters Wolfgang SchnotzThis book deals with the significance of different text structures and its cognitive processing in learning from texts. It discusses the effect of learning abilities and attitudes for learning from texts, and focuses on the significance of processing and learning strategies for text comprehension.
Text Comprehension And Learning
by Bernadette Van Hout-Wolters Wolfgang SchnotzThis book deals with the significance of different text structures and its cognitive processing in learning from texts. It discusses the effect of learning abilities and attitudes for learning from texts, and focuses on the significance of processing and learning strategies for text comprehension.
Text, Context and the Johannine Community: A Sociolinguistic Analysis of the Johannine Writings (The Library of New Testament Studies #477)
by David A. LambText, Context and the Johannine Community adopts a new approach to the social context of the Johannine writings by drawing on modern sociolinguistic theory. Sociolinguistics emphasizes language as a social phenomenon, which can be analysed with reference not only to its broad context of culture, but also, through the use of register analysis, to its narrower context of situation. The Johannine writings have increasingly been seen as the product of a distinct Johannine Community, depicted by some scholars as a sectarian group, opposed both to wider Jewish society and to other Christian groups. This model has largely been constructed on historical-critical grounds, yet given our lack of reliable external information about the origin of the Johannine writings, a more fruitful approach may be to examine their lexico-grammatical and discourse features to determine what these imply about interpersonal relationships. This study compares selected 'narrative asides' from the Gospel of John with a passage section from 1 John and with the two shorter Johannine Epistles. It concludes that register analysis of these texts does not support the idea of a close-knit sectarian group.
A Text-Critical Study of the Epistle of Jude (The Library of New Testament Studies #135)
by Charles LandonThe author writes in the tradition of C.H. Turner, G.D. Kilpatrick and J.K. Elliott, and attempts a reconstruction of the Greek text of Jude according to the rationale of thoroughgoing eclecticism. The aims of his study are to apply an eclectic approach to the resolution of textual problems in Jude, and to determine the extent to which the text of Jude published in the United Bible Societies' Greek New Testament (GNT4) is a product of the eclectic ideal. In this work, eclecticism is defined in detail, distinctions being made between eclectic generalism, rational criticism, and thoroughgoing eclecticism. Each of 95 variation units is analysed individually and the apparatus provided for each unit shows as much variation as possible in a compact form.
Text Generation Students' Book 2 (Writing 11-14)
by France Gregory Jacquie HillsText Generation Book 2 is aimed at students in their second year of secondary school, to help raise standards in writing, which are statistically lower than reading standards and targeted as a priority area in many schools. It covers all stages of the writing process and the objectives in the Framework for Teaching English. Chapters include Changing views, Figurative language, Finding the tone, Telling tales, Poetic form, Information, Description, Analysis, Persuasive rhetoric, Persuasive logic, Advice, and Reviews. Short and longer writing tasks throughout help prepare students for National Tests ('SATs'). Chapters contain model texts, stepped activities, checklists, and plenty of variety, and are designed in a highly colourful, accessible style. Use as a scheme of work for writing, or dip in to units for inspiring texts and ideas. A unique feature - each chapter begins with a 'real writer' describing how they use the teaching points in the chapter in their own job - campaigners, poets, PC game reviewers, top novelists, all aim to motivate students to write for real audiences and purposes.