Assessment Of Pupils Research Articles

Exploring Formative Assessment Strategies for Pupils with Learning Disabilities in Inclusive Schools in Temeke Municipality, Tanzania

Formative assessment is a key tool for monitoring the progress of pupils with disabilities in inclusive educational settings. This study investigates the strategies used for formative assessment of pupils with learning disabilities in inclusive schools, with a specific focus on teachers' perceptions in Temeke Municipality. The study is grounded in an interpretive paradigm and adopts a qualitative research methodology, using a multiple case study design. A purposive and snowball sample of 22 teachers was selected, with data collected through in-depth interviews and analyzed using content analysis facilitated by Atlas Ti software. Ethical considerations were adhered to by obtaining approval from the Directorate of Research, Publications, and Innovation at the Open University of Tanzania, and ensuring participant confidentiality and anonymity throughout the research process. The findings indicate that teachers primarily use quizzes, tests, exams, and task-based performance as common formative assessment methods for pupils with learning disabilities. Such methods helped to assess the academic progress of pupils, including those with learning disabilities, by providing valuable insights into their understanding of the material. Teachers also noted the importance of ongoing feedback in supporting student progress. The study concludes that the use of a variety of assessment techniques is essential for improving the academic performance of pupils with learning disabilities in inclusive settings. Based on these findings, the study recommends that the government should implement regular professional development programs for teachers, focusing on enhancing their formative assessment skills in special needs. Such initiatives are expected to foster a more inclusive and effective learning environment for all pupils.

Time to maximum pupil constriction is variable in neurocritical care patients.

Quantitative pupillometry (QP) use has grown exponentially. Each QP scan captures images of the pupil before, during, and after light exposure to provide component measures of the pupillary light reflex (PLR). This study explores if the time to maximum constriction (tMC) is uniform among neuroscience intensive care unit (NSICU) patients. The study enrolled 50 NSICU patients with normal PLR values in a cross-sectional study and adhered to the standard of care for pupil assessments to collect data on tMC within (comparing left eye and right eye) and between patients. The mean tMC of 0.97 (0.17) s was normally distributed across all patients and ranged from 0.46s to 1.35s. The mean tMC was similar for the left pupil (0.98 [0.16]s) and right pupil (0.96 [0.18]s; P =.546). The within-subject mean difference (left versus right eye) tMC was 0.13 (0.12)s and ranged from 0.0 to 0.56s. The between-subject mean tMC was 0.97 (0.17) s and ranged from 0.46s to 1.35s. The tMC does not occur at a fixed point in time. Clinical applications that seek to characterize pupil health should account for varied tMC and explore relationships to discrete outcomes to determine the clinical usefulness of tMC.

Multilingual Assessment of Primary School Pupils in the HungarianContext

Multilingual approaches to teaching and learning are linked to significant benefits at the linguistic and metalinguistic levels in the European context. The study is based on the Dynamic Model of Multilingualism. Multilingualism research is considered to be a neglected area in the Hungarian context, however a handful of studies have appeared on third language acquisition and multilingual awareness recently. 44 subjects took part in the investigation. This study aims to investigate certain factors influencing third language acquisition. The following research questions have been formulated. The first question seeks to answer whether L2 knowledge and age have an impact on L3 achievement. The second question examines whether L2 experience has an impact on L3 proficiency and on multilingual awareness. The third question seeks to determine whether the order of language acquisition influences L3 proficiency and multilingual awareness? Data were collected using self-constructed C-tests and a Multilingual Competence Test. Mann-Whitney tests showed that L2 knowledge supported a higher level of L3 proficiency but only in the GE groups. Age played an integrative role in L3 proficiency in EG and GE groups although there was one year difference amongst the groups. The results suggested that a higher level of L3 knowledge could contribute to a higher level of cross-linguistic awareness but not a higher level of metalinguistic awareness in each group. Learning German as an L2 can lead to a higher level of L3 proficiency and multilingual awareness. Keywords: multilingual awareness, L2 knowledge, L3 proficiency, English, German

‘Gaming’ in the English primary school: ‘do whatever you need to do to make your data look good’

ABSTRACT In an international policy environment of intensified high-stakes accountability, pupil assessment data are an invaluable commodity and critical indicator of both school and teacher effectiveness. Teachers’ engagement with pupil data and the associated experiences of increased accountability are of great consequence, and highly contentious for perceptions and experiences of policy. In the context of the English primary school, this paper explores the progressively tactical nature of teachers’ enactment of assessment policy, and the impetus to ‘make the data look good’. It draws upon an empirical study of rich qualitative data from 42 interviews with 22 primary teachers employed in the South-East of England. The findings add to an evolving field about ‘gaming’, and particular consequences for teacher identity are discussed. The paper further advances insights about teachers’ experiences of ‘in-school assessment’ as pertinent for understanding gaming. It locates the pupil progress meeting as an iteration of teacher accountability and performativity, and particular site of contestation, and a specific contribution to knowledge in this regard.

Mentoring as a way to the professional development of in-service physics teachers

Nowadays education is facing new challenges based on the changes in the world and society. The generation of pupils has changed and their needs are different to what the teachers were used to. The change not only in teaching and learning methods but also in the way of thinking is necessary. To help teachers to find a different point of view on education and implement the changes, the Regional teachers’ support centres were established. The first two launched in 2021 and within three years there should be 40 centres across Slovakia. The main idea is to provide individual support for primary and lower secondary teachers as well as training in five main topics -i) school curriculum, ii) assessment and evaluation of pupils’ learning outcomes, iii) educational process and teaching style, iv) personalization and inclusive education, v) digitalization. Individual support is provided by a mentor in the form of class observations and mentoring conversations. The physics teachers can be involved and work on professional self-development in the topics they feel they want to improve. The paper reports on the mentors’ activities with the main focus held on the possibility of the in-service physics teachers’ professional development.

Design and Development of a Reading Assessment Manager


 
 
 
 An alarming result from the 2018 Programme for International Pupil Assessment (PISA) revealed that the Philippines ranked lowest among the other 79 countries that participated in the assessment. This pushed the Department of Education to create reinforcement programs for reading, which were unfortunately shelved when face-to-face classes were canceled. Hence, the researchers created the Reading Assessment Manager (RAM) for the continuity of reading programs such as the assessment of pupils’ reading grade levels. RAM virtually stores a reading inventory of learners’ reading grade levels and suggests level-matching reading materials. Based on the administered evaluation utilizing the System Usability Scale (SUS), RAM outperformed 90-95% of industry software systems. Furthermore, the given Post Study System Usability Questionnaire (PSSUQ) reported Above Average user satisfaction.
 
 
 

Promoting politically contested change by invisible education policies: the case of ultra-Orthodox public schools in Israel

ABSTRACT Education policies are typically anchored in official texts that provide a foundation for their enactment in schools. What are the implications of an invisible policy not anchored in any official text due to political motives? This study explores the enactment of an invisible education policy that regulates religious enclave schools. These schools’ curricula are the source of frequent conflict between states and religious enclave communities. The study draws on the case of the National Haredi Education (NHE) reform in Israel that enabled ultra-Orthodox (Haredi) private schools in Israel to affiliate with a new stream of public schools whose regulations were not anchored in any official text. The data comprised interviews with principals, teachers, and supervisors, as well as document analysis. The findings showed that the enactment of the NHE policy was primarily manifested in invisible changes, such as teacher professionalisation and pupil assessment. Curricular changes visible to the wider school community were enacted differently in different schools. Our findings also characterised the implications of the NHE policy’s invisibility. The lack of institutional recognition hindered the reform, but the autonomy of the implementing agents enabled them to promote changes within their purview and become policy entrepreneurs.

German Language Teachers and Dyslexic Students

Dyslexia is a common disorder experienced by many students in Europe and worldwide. It is a specific learning disability, which also generates difficulties in foreign language acquisition. Publications presenting the etiology, pathomechanism, symptoms and types of dyslexia can be found in literature. There are also guidelines for parents and teachers of dyslexic children. This paper attempts to fill a gap in literature addressing teachers of specific school subjects, more specifically German language teachers, who have dyslexic children in their classes. The article points out the difficulties faced by both the teacher and the students. We present a synthetic review of the literature on dyslexia and the current research on the subject, followed by the key laws and regulations in the Polish legal system that relate to the situation of a dyslexic child at school, with particular emphasis on modern language (German) classes. The Polish legal system and the knowledge contained in the most recent literature set the framework for the conduct of educational institutions and indicate the principles of action of professionals, including Germanists, involved in the education of dyslexic students. Symptoms of specific foreign language learning difficulties include, for example, poor development of linguistic functions, difficulties in differentiating sounds and finding sounds in words, problems with dividing words into syllables or distinguishing similar-sounding words, difficulties in assimilating grammatical and spelling rules. Compilation of practical tips with guidelines for the assessment of dyslexic pupils, e.g., the use of descriptive assessment for written work, possible use a computer for written work, providing oral answers to questions from the bench rather than the middle of the classroom, asking simply formulated questions, is most essential for German language teachers. These teachers, as well as teachers of any modern language, should bear in mind the need to use pedagogical, legal and practical knowledge in their work with dyslexic students.

PEDAGOGICKÁ DIAGNOSTIKA OBTÍŽÍ V MATEMATICE U ŽÁKŮ ZÁKLADNÍCH ŠKOL

This paper focuses on the pedagogical assessment of primary school pupils' mathematical abilities and skills. The present study includes pupils taught by conventional methods and pupils taught by the so-called Hejny method based on the constructivist approach. Using standardized diagnostic methods, children nominated by teachers as having difficulties in mathematics were compared in terms of their performance in mathematics and non-verbal intellectual abilities with a control group of pupils without identified difficulties. The results showed significant differences in favor of the control group, especially for children taught within a constructivist approach.

Czech and Finnish Primary School Teacher in the Background of Inclusive Education

The paper discusses the issue of primary school teachers in the conditions of inclusive education in the Czech Republic and Finland. The aim of the thesis is to create and compare real profiles of Czech and Finnish primary school teachers with an emphasis on finding out what is behind the quality of inclusive education in Finland and how these findings can improve inclusive education and the teaching profession in the Czech context. The key aim is to create an ideal profile of a first grade teacher in inclusive education, i.e., a conception of the teachers’ own learning processes, competences and real conditions that a teacher needs for his/her work in a heterogeneous classroom. In order to achieve the goal, the comparative nature of the work and the design of the qualitative case study was chosen, where the case is understood as a primary school teacher against the background of inclusive education — the total number of participants is 20 teachers (10 Czech and 10 Finnish). The main methods for securing data were content and thematic analysis of Czech and foreign sources. The findings became the basis for further reflection and the creation of semi-structured interviews and observations. The first round of data processing used case studies of individual participants, which were subsequently supplemented by data obtained by axial coding. Real profiles of both Czech and Finnish teachers were then created. These profiles were compared and a draft ideal profile of a primary school teacher in inclusive education was created, which reflects the data obtained by the research of this thesis with the data from the thematic analysis and was created from below, based on the opinions and experiences of the teachers themselves. The results show that the professional primary school teacher has a positive attitude towards inclusive education; uses a variety of teaching strategies leading to active involvement of pupils; is involved in his/her own professional development and the development of the school as a community; uses individualisation and differentiation in his/her work and is part of a multi-professional team. Conditions must be created for the teacher to do his/her job where other teaching staff are available to take away from the teacher’s high demands for specific knowledge of special education and legislation; lower class sizes; the introduction of pupil assessment criteria and the use of appropriate forms of assessment.

The development of teachers' assessment of pupils during primary school

The development of teachers' assessment of pupils during primary school

Health Assessment of Pupils Using Ruffier Test

Health Assessment of Pupils Using Ruffier Test

A study to observe the association of pupil-to-limbus diameter ratio with blood pressure and pulse rate in individuals with pre-hypertension

Background: The studies on the assessment of Pupil to Limbus Diameter (PLD) ratio correlation with autonomic activity were sparse. Aims and Objectives: The study correlates the PLD ratio with the autonomic activity in hypertensive patients. Materials and Methods: One hundred participants both male and female were recruited for the study. The two-box method was used to record the PLD ratio. A digital sphygmomanometer was used to record the autonomic parameters. Results: PLD ratio of the right eye was having significantly negative correlation with pulse rate. PLD ratio of the right eye was having a significantly positive correlation with systolic blood pressure. PLD ratio of the right eye was having significantly negative correlation with diastolic blood pressure. The PLD ratio of the left eye was having a positive correlation with the pulse rate. However, it was not significantly different. The pupil-to-limbus diameter ratio PLD ratio of the left eye was having significantly positively correlated with blood pressure. The PLD ratio of the left eye positively correlated with diastolic blood pressure. However, it was not statistically significant. Conclusion: The association between PLD ratio of the right eye and systolic blood pressure was positive correlation. The association between the PLD ratio of the right eye with pulse rate and diastolic blood pressure is negative correlation. There was a positive correlation between systolic blood pressure, diastolic blood pressure, pulse rate, and PLD ratio.

The effectiveness of video training in improving intensive care nurses' knowledge about brain death identification.

Because patients diagnosed with brain death in intensive care units constitute a potential cadaveric donor group for organ transplantation, intensive care units are potential donor sources. Nurses who closely monitor the patient collaborate with medical personnel in the recognition and early diagnosis of brain death. Nurses also have an important role in supporting the patient's family. Therefore, it is very important for nurses to know the diagnostic criteria for brain death. The aim of this study was to compare the effectiveness of theoretical education and video-assisted education in equipping intensive care nurses to recognize brain death. A randomized, experimental study was conducted between February and May 2020 with a total of 50 intensive care nurses, split into 25 in the video-assisted training group and 25 in the theoretical training group. In study, intensive care nurses were given a theoretical training and video-assisted training on brain death criteria. One group was trained theoretically and the other group used a video showing criteria for brainstem reflexes (pupil assessment, spontaneous breathing, corneal reflex, retching and coughing assessments) and deep tendon reflexes in a simulated patient, supported by animation. The data were collected before, immediately after and 3 months after the training using the Brain Death Criteria Knowledge Test, the Brain Death Case Test, and the Training Effectiveness Evaluation Form. The independent samples t-test, Mann-Whitney U test, Friedman test, Wilcoxon test, and Chi-square test were used for statistical analysis of data. It was found that the knowledge scores of both groups immediately after training and 3 months after training were higher than before the training (p < .001). However, the post-training knowledge scores of the video-assisted training group were significantly higher than those of the theoretical training group (p=.011). To enable intensive care nurses to identify brain death, video-assisted training with a simulated patient is recommended, as is repeating the training at regular intervals. The simulated patient video-assisted training method can be used for in-service training to provide intensive care nurses with the ability to identify brain death. The training may be repeated at regular intervals (e.g., every 3 months) to increase nurse recall.

Pupil assessment with a new handheld pupillometer in healthy subjects.

To assess the pupil response with a new handheld pupillometer in healthy subjects. Sixty-four eyes of 32 healthy subjects (mean age 21.2years) were tested. After dark adaptation for 10min, pupil responses to 1s red and blue light stimuli at 100cd/m2 were measured in the order from right to left eyes with a 1min interval. The initial pupil size (D1, mm), minimum pupil size (D2, mm), and constriction rate (CR, %) were obtained. Intra-examiner reproducibility was examined using the coefficient of variation (CV, %) and the Bland-Altman plot. Inter-examiner consistency was examined using the interclass correlation coefficient (ICC) and the agreements with a conventional device, by Pearson's correlation coefficient (r). The CV of all parameters have high reproducibility in the red (11.0-20.7%) and blue (5.5-12.1%) light stimuli. Bland-Altman plot analysis showed no bias with both light stimuli. "Almost perfect" and "substantial" correlations between the examiners were obtained in the red (ICC = 0.78-0.94) and blue (ICC = 0.71-0.89) light stimuli. "Excellent" and "good" correlations between the devices were obtained, except for the CR parameter in the red (D1: r = 0.90; p < 0.001, D2: 0.72; p < 0.001, and CR: 0.08; p = 0.631, respectively) and blue (D1: r = 0.87; p < 0.001, D2: 0.70; p < 0.001, and CR: 0.19; p = 0.274, respectively) light stimuli. The novel pupillometer is useful for assessing pupil response. However, because of their different constructions, the CR values cannot be compared directly between the devices.

The Effect of Embedding Formative Assessment on Pupil Attainment

Evidence suggests that adapting teaching responsively to pupil assessment can be effective in improving students’ learning. However, existing studies tend to be small-scale, leaving unanswered the question of how such formative assessment can operate when embedded as standard practice. In this study, we present the results of a randomized trial conducted in 140 English secondary schools. The intervention uses light-touch training and support, with most of the work done by teacher-led teaching and learning communities within schools. It is, therefore, well-suited to widespread adoption. In our pre-registered primary analysis, we estimate an effect size of 0.09 on general academic attainment in national, externally assessed examinations. Sensitivity analysis, excluding schools participating in a similar program at baseline, and complier analysis both suggest a larger effect size of 0.11. These results are encouraging for this approach to improving the implementation of formative assessment and, hence, academic attainment. Our findings also suggest that the intervention may help to narrow the gap between high and low prior attainment pupils, although not the gap between those from disadvantaged backgrounds and the rest of the cohort.

Teachers' training for the use of digital tools of the formative assessment in the implementation of the concept of the New Ukrainian School

The article deals with teachers’ training to the use of digital tools of formative assessment. The authors analyze a number of legal documents in the field of education, which emphasize the introduction of formative assessment in the practice of assessment of primary and basic school pupils. Formative assessment is defined as the assessment to identify learning needs and traces each student’s progress, it is carried out on a constant basis and aims to support, stimulate, motivate to learn. The important features of this type of evaluation are criterion, interactivity, consistency. The components of formative assessment are peer assessment, self-assessment, observation, development of logic goals and criteria for their achievement, feedback.The programme of advanced training for teachers of different profiles, deputy heads of educational work on the topic ``Theory and Practice of Application of Formative Assessment at a Primary School'' was presented. The experience of such programme in advanced training courses at Municipal Higher Educational Establishment “Kherson Academy of Continuing Education of Kherson Regional Council” is presented.The authors describe a pedagogical experiment conducted on the basis of Municipal Higher Educational Establishment “Kherson Academy of Continuing Education of Kherson Regional Council” on the use of digital tools during formative assessment. The experiment covered 162 primary school teachers who were trained under that program. During the practical classes, teachers worked with such digital tools as MentiMeter, Plickers, Kahoot, Poll Everywhere. The results of the survey showed the relevance of the course and the need for its implementation in postgraduate pedagogical education for teachers who will teach at the New Ukrainian School.

Attitudes of Primary School Pupils to Physical Education

Background: The descriptive study focuses on pupils’ attitudes towards physical education lessons. There are also two other issues discussed in the physical education community. The first is P.E. assessment of pupils. The second issue is relieving from P.E. lessons. The motivation of pupils at the beginning of school and the subsequent evaluation of their activity is important for development of positive attitudes among all pupils. Aim: The aim of the research is to find out how pupils perceive P.E. lessons because physical activities are important for health and a healthy lifestyle. Methods: The data were statistically analyzed in the R program. The Chí-square test for non-parametric data was used to assess statistical significance. We used the coefficient of determination to evaluate material significance. Results: Almost 88% of respondents engage in sports activities at different levels. Material significance is found in the following cases: Physical Education is more popular with boys and is also much more important for boys. Statistical significance wasn’t found for two items. Conclusion: We see a link between the low level of motor abilities and the reasons for the absence of pupils in Physical Education classes, as well as their positive feelings when P.E. classes get cancelled.

Geography general education programme: towards competence development

The article summarizes the most important stages of the change of educational content and the work carried out during the 20th anniversary of the education reform, with an exclusive emphasis on the change in the content of geography education. The most important strategic education documents on the basis of which the Framework Programmes were developed and updated are discussed. After the adoption of the State Progress Strategy “Lithuania 2030” (2012), “Let‘s change our world. The National Education Strategy 2013-2022 (2013), the Curriculum Framework for Primary, Primary and Secondary Education (2015)”, the Good School Concept (2015) and the Guidelines for the Renewal of the General Curriculum (2019). One of the most important documents is the Guidelines for the Renewal of the General Curricula, which aims to guide the renewal of the General Curricula for primary, basic and secondary education in order to ensure a higher quality of general education. Based on the modern concept of educational content, which is already well established in Lithuania, modern educational programmes aim to develop students‘ competences, i.e. their ability to act in a particular field and to base their actions on values. It presents the most recent documents in the geography curriculum that focus on the development of pupils‘ competences, and examines the challenges for teachers and schools in the development and implementation of the new learning content and the change in the assessment of pupils‘ achievements. Keywords: education, general curriculum, geography, competences

Establishing the Relationship between Teacher Efficacy and Malaysian Primary Pupils’ Achievement in Formative Reading Assessment

The presence of qualified teachers in the Education scenario ensures that the targeted academic achievement is duly met at primary school level. Thus, it is vital that Malaysian English teachers are aware of their self-efficacy that projects their inner motivation, behaviour and social planning in order to achieve academic excellence among pupils. The aim of this study is to mainly focus upon primary school teachers’ self-efficacy and the effect on English formative-reading assessment of pupils. In this study, a quantitative research method has been used. About 30 samples were selected mainly from primary school English teachers in a school in Selangor and 90 Year 5 pupils were selected randomly. Teacher self-efficacy questionnaires for teachers were utilised to collect data and to analyse pupils’ reading achievement and their formative reading assessment marks were used. Pearson Correlation and Multiple Regressions were used in analysing the collected data. The findings suggested that teachers with higher self-efficacy are more likely to be motivated and committed to ensure better reading achievement among pupils. The discussion of the results pertaining to the findings as well as recommendations and limitations are provided for future research.