Suchergebnisse

What is the problem to be solved? -- Think-aloud interview procedures: measuring problem solving response processes -- Cognitive laboratory interview procedures: measuring comprehension and understanding -- Think-aloud interview procedures: analyzing and generating inferences from verbal report data -- Cognitive laboratory interview procedures: analyzing and generating inferences from verbal report data

Der Band stellt Analysen zur Entwicklung politischen Wissens in der Grundschulzeit vor. Dabei werden die politischen Konzepte von 653 Kindern untersucht. Der theoretische Hintergrund der Studie sind die naiven Theorien der Politik und das Modell der Politikkompetenz. Die Schüler/-innen wurden zu den Fachkonzepten Macht, Öffentlichkeit und Wahlen befragt. Es zeigen sich Unterschiede in den Klassenstufen und im Zusammenhang mit den Einflussfaktoren Geschlecht und Migrationshintergrund. Der Inhalt Naive Theorien als kognitives Konzept bei Kindern Politisches Wissen von Grundschüler/-innen Didaktische Ansätze zum politischen Lernen in der Grundschule Die Zielgruppen Dozierende und Studierende der Politikwissenschaft und -didaktik Grundschullehrkräfte Die Autorin Dr. Anke Götzmann ist wissenschaftliche Mitarbeiterin am Institut für Politikwissenschaft der Pädagogischen Hochschule Karlsruhe

Acknowledgement: The University of Malta would like to acknowledge its gratitude to the European Commission, Education, Audiovisual and Culture Executive Agency (EACEA) for their permission to upload this work on OAR@UoM. Further reuse of this document can be made, provided the source is acknowledged. This work was made available with the help of the Publications Office of the European Union, Copyright and Legal Issues Section. The content is under the responsibility of the Eurydice National Unit. ; At Kindergarten Level (ages 3 to 5) pupil assessment focuses on their physical development, social development, creative development, intellectual development (which includes language and mathematical development) and their understanding of the world around them. At this level there is no formal teaching; the Kindergarten practitioner is responsible for the creation of learning opportunities and assessment activities that are related to the areas of development indicated earlier. Assessment is carried out informally and is based thoroughly on pupil observation. At Primary Level (ages 5 to 10+) pupil assessment is carried out differently in Years 1 to 3 and in Years 4 to 6. In the first three years of Primary Education assessment is carried out informally and for a formative purpose. This paper discusses the objectives, organization, and use of results of the national testing of pupils in Malta. This paper contains the following parts: (1) General Overview of Pupil Assessment; (2) Historical Background to National Testing and its Political Framework; (3) Aims and Organizations of National Testing; and (4) Impact of National Testing. A bibliography is included. ; N/A

The GI Bill's college-attendance provisions posed an evaluation problem. How would returning veterans, most of whom were without high school diplomas, be judged fit for college? Drawing from a variety of primary source material from the years surrounding the close of World War II, we show how leaders in government, the military, and academia cooperated to produce a measure of college fitness that would deem virtually all veterans fit for college entry. We use this historical moment to develop a novel theoretical insight. Measurement is diplomatic when it facilitates transactions across institutional distinctions while recognizing and honoring those distinctions. This insight has broad utility for students of American political development.

In this article I will first set out to problematise our common sense assumptions about the notion of "ability", on which subsequent defmitions of "achievement" at school are based. I will argue that this kind of critical reflection on the submerged theories we operate with is crucial, for it is through a better understanding of what we are about in schools and classrooms that we can best serve the interests of those entrusted in our care. The categorisation of pupils as "high achievers", "low achievers" , and "under achievers" depends on particular views of intelligence and ability, which have developed over time and which conceal political and economic ideologies that are often not immediately available to us for critique. Nevertheless, these views of the world, of the place of the school within thls world, and of the relative worth of different groups of children therein, have an extraordinarily powerful influence on the way we think and act, and therefore need to be unpacked. Otherwise, we risk perpetrating injustices on those we claim to represent. Having delved into the political etymology of the concept "ability", we will then explore what it is that can be done to interact more effectively with those who do not fulfill their potential in the school context. ; peer-reviewed

In this book, experts in statistics and psychometrics describe classes of linkages, the history of score linkings, data collection designs, and methods used to achieve sound score linkages. They describe and critically discuss applications to a variety of domains. They define what linking is, to distinguish among the varieties of linking and to describe different procedure for linking. Furthermore, they convey the complexity and diversity of linking by covering different areas of linking and providing diverse perspectives.