scholarly journals A comparative judgement approach to teacher assessment

2014 ◽  
Vol 22 (3) ◽  
pp. 368-389 ◽  
Author(s):  
Suzanne McMahon ◽  
Ian Jones
Keyword(s):  
Teacher Assessment ◽  
Comparative Judgement

scholarly journals The classification accuracy and consistency of comparative judgement of writing compared to rubric-based teacher assessment

2020 ◽  
Author(s):  
Christopher Wheadon ◽  
Anne Pinot de Moira ◽  
Daisy Christodoulou
Keyword(s):  
Classification Accuracy ◽  
Teacher Assessment ◽  
Reliability Measures ◽  
Present Evidence ◽  
National System ◽  
Comparative Judgement ◽  
Growing Body

Writing is generally assessed internationally using rubric-based approaches, but there is a growing body of evidence to suggest that the reliability of such approaches is poor. In contrast, comparative judgement studies suggest that it is possible to assess open ended tasks such as writing with greater reliability. Many previous studies, however, have failed to provide direct comparisons between these approaches as the reliability measures for rubric- and marking-based studies are not comparable with the internal measures of reliability cited by comparative judgement studies. We investigated the classification accuracy and consistency of a rubric-based approach to the grading of writing with a comparative judgement approach. The writing was gathered from 11-year-olds in low stakes settings in England. We present evidence that the comparative judgement approach has twice the classification accuracy as the rubric-based approach and is perfectly viable in terms of its efficiency. We discuss the limitations of the comparisons and consider what a national system for assessing writing based on a comparative judgement approach could look like.

Evidential reasoning in teacher assessment

2007 ◽  
Author(s):  
Arthur Recesso ◽  
Sara E. Templin ◽  
Celil Ekici ◽  
Allan Cohen
Keyword(s):  
Teacher Assessment ◽  
Evidential Reasoning

Pemetaan Pengetahuan Guru TK tentang Keterampilan Gerak Dasar Anak TK

2019 ◽  
Vol 5 (2) ◽  
pp. 76
Author(s):  
Nila Fitria ◽  
Rohita Rohita
Keyword(s):  
Survey Research ◽  
Motor Skills ◽  
Motor Development ◽  
Quantitative Methods ◽  
Educational Background ◽  
Kindergarten Teachers ◽  
Teacher Assessment ◽  
Kindergarten Children ◽  
Basic Movement ◽  
Basic Motion

<p><em>Abstrak</em><strong> - Pertumbuhan perkembangan dan belajar melalui aktivitas jasmani akan mempengaruhi tiga ranah dalam pendidikan yang meliputi ranah kognitif (menyadari gerak), ranah psikomotor (pertumbuhan biologis, kesehatan, kebugaran jasmani), dan ranah afektif (rasa senang, aktualisasi diri, konsep diri) [1]. Permasalahan yang tampak di era digital ini, terbatasnya kemampuan motorik anak dikarenakan anak-anak usia dini sudah terpapar oleh <em>gadget </em>sejak dini. Sehingga kemampuan motorik anak era digital terbatas karena pengaruh <em>gadget. </em>Tujuan dari penelitian ini adalah mengetahui tingkat pengetahuan guru keterampilan gerak dasar anak TK. </strong><strong>Penelitian ini dilakukan dengan metode kuantitatif dengan jenis penelitian survei. Penelitian survei merupakan penelitian yang menggunakan kuesioner sebagai instrumen penelitian. </strong><strong>Penelitian yang dilakukan di Taman Kanak-Kanak yang berada pada Gugus Cut Nyak Dien. 32 guru TK yang berada di Gugus Cut Nyak Dien dengan latar belakang pendidikan dari sarjana pendidikan, 65% masa kerjanya 2 tahun. Terdapat 15 guru TK yang memiiki pengetahuan yang tinggi dalam pengetahuan keterampilan gerak dasar. Terdapat 6 guru TK yang memiliki pengetahuan dalam kategori sedang terhadap pengetahuan keterampilan gerak dasar pada motorik kasar. Serta terdapat 12 guru TK yang memiliki pengetahuan yang rendah terhadap pengetahuan keterampilan gerak dasar dalam motorik kasar anak TK. Sejumlah 18% dari jumlah guru memiliki pengetahuan mengenai gerak lokomotor dan 15% dari jumlah guru belum memiliki pengetahuan mengenai gerakan non-lokomotor. Guru dapat mengimplementasikan ketiga keterampilan gerak dasar dalam berbagai kegiatan motorik melalui menari, senam, dan bentuk permainan yang diciptakan oleh guru. Penilaian keterampilan gerak dasar dilakukan guru TK dan guru melalui pengamatan. Sejumlah 75% guru TK mengetahui tujuan stimulasi keterampilan gerak dasar anak yaitu untuk meningkatkan perkembangan motorik anak.</strong></p><p> </p><p><em>Abstract <strong>- </strong></em><strong>Developmental growth and learning through physical activity will affect the three domains in education which include cognitive domains (aware of motion), psychomotor domains (biological growth, health, physical fitness), and affective domain (pleasure, self-actualization, self-concept) </strong>[1]<strong>. Problems that appear in this digital era, limited motoric abilities of children because early childhood have been exposed to gadgets early. So that the digital motor skills of children are limited due to the influence of gadgets. The purpose of this study was to determine the level of teacher knowledge of basic movement skills of kindergarten children. This research was conducted with quantitative methods with the type of survey research. Survey research is a study that uses a questionnaire as a research instrument.</strong><strong><em> </em></strong><strong>Research carried out in kindergartens in Cut Nyak Dien's Cluster. 32 kindergarten teachers who are in Cut Nyak Dien Group with educational background from undergraduate education, 65% working period is 2 years. There are 15 kindergarten teachers who have high knowledge in basic motion skills knowledge. There are 6 kindergarten teachers who have knowledge in the moderate category of basic motion skills knowledge in gross motor skills. And there are 12 kindergarten teachers who have low knowledge of basic motion skills knowledge in rough motoric kindergarten children.A total of 18% of teachers have knowledge of locomotor motion and 15% of teachers have no knowledge of non-locomotor movements. TK teachers can implement all three basic motion skills in various motor activities through dancing, gymnastics, and forms of games created by the teacher. Assessment of basic motion skills is done by kindergarten teachers and teachers through observation. 75% of kindergarten teachers know the purpose of stimulating children's basic motion skills, namely to improve children's motor development.</strong></p><p><strong> </strong><strong><em>Keywords - </em></strong><em>Knowledge, Teacher, Skills, Basic movement</em></p>

scholarly journals Adult Education: A Sustainable Model for the Reduction of Psychosocial and Educational Risks Caused by COVID-19

2021 ◽  
Vol 13 (9) ◽  
pp. 5264
Author(s):  
Manuel-Jesús Perea-Rodríguez ◽  
Juan-Agustín Morón-Marchena ◽  
María-Carmen Muñoz-Díaz ◽  
David Cobos-Sanchiz
Keyword(s):  
Risk Factors ◽  
Adult Education ◽  
Healthy Aging ◽  
Teacher Assessment ◽  
Psychosocial Risk Factors ◽  
Psychosocial Risk ◽  
Educational Activity ◽  
Psychological State ◽  
Dynamic Factor ◽  
New Perspective

Education for health and sustainability has to be understood from a new perspective beyond the traditional conceptual limits. Thus, following the lines of the 2030 sustainable development goals, we examine how permanent education and adult education can become a fundamental element for the achievement of said objectives, serving as a neutraliser of psychosocial risk factors. In other words, a quality education throughout life becomes a dynamic factor for the development of lifestyle habits and healthy aging, purposes that during the pandemic and the state of alarm have been altered by confinement, closure of educational centres, and methodological changes. The objective of the study is to analyse whether the maintenance of educational activity has influenced the psychological state of people, reducing, neutralising, or increasing the psychosocial risk factors linked to confinement and the evolution of COVID-19. For this, an observational study was developed, taking as a case the Universidad Popular Dos Hermanas (Seville, Spain), with a sample of 384 learners over the age of 16 years. The variables considered were sociodemographic means and technical tools, assessment of the institution, teacher assessment, and psychosocial variables related to possible effects caused by the context. The data were collected through a self-developed questionnaire. Descriptive analyses and bivariate correlations were carried out. Methodological diversity and positive correlations were shown in terms of the institution’s function, teaching assessment, maintenance of activity, and reduction of psychopathological risks.

Issues in SAT Development and the Practice of Teacher Assessment

1991 ◽  
Vol 21 (2) ◽  
pp. 141-151 ◽  
Author(s):  
Wynne Harlen ◽  
Anne Qualter
Keyword(s):  
Teacher Assessment

scholarly journals El perfil del docente competente de Humanidades y Ciencias Sociales en el bachillerato mexicano desde la perspectiva del alumno

2018 ◽  
Vol 36 (3 Noviembr) ◽  
pp. 353-376
Author(s):  
Erika López Rodríguez
Keyword(s):  
Social Sciences ◽  
High School ◽  
Teaching Practice ◽  
Teaching Profession ◽  
Teacher Assessment ◽  
Modus Operandi ◽  
Item Questionnaire ◽  
Teaching Competence ◽  
Leadership Evaluation ◽  
Education Model

En este trabajo se presenta el perfil que deben tener los docentes de bachillerato en el área de Humanidades y Ciencias Sociales conforme las inquietudes expresadas por los estudiantes de una escuela pública vespertina del Poniente de Mérida. Se elaboró un instrumento en escala Likert con 48 ítems que midió doce competencias obtenidas de los trabajos de connotados investigadores y de la literatura oficial mexicana que sirvió como referente. El cuestionario empleado para esta investigación fue piloteado y validado por jueces, en su confiabilidad reportó 0.94 de alfa de Crombach.Cada vez se torna necesario crear perfiles para puestos laborales, como es el caso de la docencia, a fin de crear parámetros observables de actuación profesional. En los perfiles se detallan las dimensiones de actuación y los descriptores que dictaminan el modus operandi del quehacer áulico. En el modelo por competencias estos perfiles señalan las actitudes, habilidades y conocimientos que son deseables en un docente. Estos perfiles dan la pauta para hacer una adecuada evaluación de la docencia. Los resultados se analizaron a través del software estadístico SPSS v.21, mediante frecuencias y porcentajes y comparación de medias. En la interpretación se discriminó en favor de los polos positivos que implicaban la elección racional del alumno de la competencia docente. Se encontró que todas las competencias fueron importantes, mas no todos los descriptores resultaron del agrado de los alumnos. Al final se presenta un listado con las competencias mejor evaluadas: preparación académica, comunicación asertiva, liderazgo, evaluación y ecología educativa. This paper explains the profile that teachers in high school should have in the field of humanities and social sciences according to the aims expressed by the students of a public night high school in the West of Merida. Students were asked to complete a 48-item questionnaire designed on a Likert scale with a view to measuring twelve competences obtained from the work of prestigious researches and the official Mexican documents used as a referent. This questionnaire was validated by judges, had a pilot test and a Cronbach's alpha of 0.94. It is increasingly more necessary to create job profiles, including those for the teaching profession, with a view to establishing parameters for professional development. Those profiles should detail the dimensions which the job addresses and the descriptors which adequate teaching practice should include. In the education model by competences these profiles present the attitudes, abilities and knowledge that a teacher should have. These profiles also provide guidelines to undertake accurate teacher assessment. The results were analysed with the statistical software package SPSS v.21 and frequencies, percentages and comparison of means were obtained. The interpretation especially addressed students’ positive opinions regarding what teaching competence should be. The study found that all the competences were important, but not all the descriptors satisfied the students’ expectations. This study also shows a list with the most popular competences for teaching: academic background, assertive communication, leadership, evaluation and educational environment.

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