Assessment Of Pupils Research Articles

THE NEW PHYSICAL EDUCATION AT SCHOOL: CORRECTIONAL AND HEALTH-IMPROVING USAGE OF STUDENTS’ PHYSIOLOGICAL INDEXES AS MARKERS OF PHYSICAL DEVELOPMENT AND HEALTH DISORDERS

Aim. The article deals with establishing the efficiency of applying control and measuring indexes at Physical Education classes (physical development indexes, heart rate variability) as factors of health development and academic performance assessment. Materials and methods. We examined 20 fifth-grade male pupils (n = 20) from school No 90 (Togliatti), who formed the basic experimental group and followed a correction and development program. We also examined pupils of the same gender, age, and number at school No 91 (Togliatti) to form the control group with a standard school program. The following methods of diagnostics were used: a computer program ‘Express Assessment of Pupils’ Physical Health’ and heart rate variability assessment by means of Varicard 2.51 hardware and software complex. Results. The article provides the experimental justification of using the dynamics of functional indicators (physical development indexes, heart rate variability) as control and measuring indexes at Physical Education classes. We established that at the initial stage of the pedagogical experiment there were no significant differences between the indicators of physical health in the experimental and control groups. In the experimental group, after lessons, including the selection of correction and development exercises depending on physical development indexes and heart rate variability, we registered a significant improvement of the parameters studied. In the control group, there were no significant changes in physical development or health status. Therefore, physiological markers provide a maximal objectivation of physical development, health, and academic progress assessment in pupils at PE lessons. Conclusion. Measuring physical development and health indexes in screening mode allows: 1) to perform a dynamic control of children ontogenesis, 2) to detect and promptly prevent dysontogenesis, 3) to prevent schoolchildren’s disadaptation after overloads.

Neurological Pupil Index and Pupillary Light Reflex by Pupillometry Predict Outcome Early After Cardiac Arrest.

The absence of the pupillary light reflex (PLR) 3days after cardiac arrest predicts poor outcome, but quantitative PLR assessment with pupillometry early after recovery of spontaneous circulation (ROSC) and throughout targeted temperature management (TTM) has rarely been evaluated. Fifty-five adult patients treated with TTM with available pupillometry data from the NeurOptics NPi-200 were studied. Discharge outcome was classified good if the cerebral performance category score was 1-2, poor if 3-5. Pupil size, PLR percent constriction (%PLR), and constriction velocity (CV) were determined at TTM start and 6 (± 2)-h post-ROSC ("early"), and throughout TTM using data from the worst eye at each assessment. The Neurological Pupil index (NPi) was also determined at each pupil assessment; the NPi is scored from 0 (nonreactive) to 5 (brisk) with values < 3 considered sluggish or abnormal. Prognostic performance to predict poor outcome was assessed with receiver operator characteristic curves. All nine patients with ≥ 1 nonreactive pupil (NPi = 0) within 6 (± 2) h after ROSC died, and 12/14 (86%) with sluggish pupils (0 < NPi < 3) had poor outcomes. 15/29 (52%) patients with normal pupil reactivity (NPi ≥ 3) had poor outcomes, four survived with cerebral performance category = 3, three died of cardiac causes, and eight died of neurologic causes. During TTM, 20/21 (95%) patients with nonreactive pupils had poor outcomes, 9/14 (64%) of patients with sluggish pupils had poor outcomes, and 9/20 (45%) with normal pupil reactivity had poor outcomes. Pupil size did not predict outcome, but NPi (AUC = 0.72 [0.59-0.86], p < 0.001), %PLR (AUC = 0.75 [0.62-0.88], p < 0.001) and CV (AUC = 0.78 [0.66-0.91], p < 0.001) at 6h predicted poor outcome. When nonreactive pupils were first detected, 75% were < 5mm. Very early after resuscitation from cardiac arrest, abnormal Neurological Pupil index and pupillary light reflex measurements by pupillometer are predictive of poor outcome, and are not usually associated with dilated pupils.

Factor Assessment Of Pupils’enrolment And Remediation Of Impact Of Insurgency On Schools In Maiduguri, Borno State, Nigeria

Factor Assessment Of Pupils’enrolment And Remediation Of Impact Of Insurgency On Schools In Maiduguri, Borno State, Nigeria

THỰC TRẠNG NĂNG LỰC SINH VIÊN VỀ ĐÁNH GIÁ KẾT QUẢ HỌC TẬP TOÁN CỦA HỌC SINH TRUNG HỌC PHỔ THÔNG

THỰC TRẠNG NĂNG LỰC SINH VIÊN VỀ ĐÁNH GIÁ KẾT QUẢ HỌC TẬP TOÁN CỦA HỌC SINH TRUNG HỌC PHỔ THÔNG

The academic and social profiles of pupils with attention deficit hyperactivity disorder and mild general learning disability in mainstream education in the Republic of Ireland

Several gaps exist in the standardised assessment of pupils with Special Educational Needs and Disabilities (SEND) in the Irish mainstream education context at the point of transition from primary to post‐primary school. These gaps may lead to a lack of adequate focus on the continuity of resources at this timepoint. The current study examined academic and social attainment in three cohorts of pupils in Ireland (Attention Deficit Hyperactivity Disorder, ADHD, N = 12; Mild General Learning Difficulties, MGLD, N = 12; and typically developing individuals, N = 11). Four standardised measures were used in a non‐experimental design to assess cognitive attainment (Wide Range Achievements Test 4, WRAT‐4), learning competency and self‐concept (Myself as a Learner Scale, MALS; the Burnett Self Scale, BSS), and perceived control (Multidimensional Measure of Children's Perception of Control scale, MMCPC) across the three groups prior to transition to post‐primary school. Results indicated that the typically developing pupils performed strongest on attainment followed by those with ADHD and MGLD. While the latter two groups were weaker on attainment, neither group perceived of themselves as weaker. The results are discussed within the context of formal assessment for pupils with SEND in mainstream education and how these diverse outcomes may have implications for policy.

Producing assessment truths: a Foucauldian analysis of teachers’ reorganisation of levels in English primary schools

This article considers a recent policy initiative in assessment in English primary schools (ages 5–11 years) in which curriculum ‘levels’ used by teachers to judge pupils’ attainment were suddenly removed. Previous work has largely focused on assessment of pupils, but we examine assessment as an activity through which teachers reproduce their professional standing. Using data from a small-scale study we investigate how teachers responded to these changes and what this tells us about the way in which the economy, and politics, of assessment practices operate at school level. Using Foucault as a theoretical framework, we make visible how this system was reorganised by teachers through the construction of new regimes of truth. Implications include evidence of a potentially damaging changing relationship between teachers and pupils, the key role of technology and the deleterious effect of neoliberalism on teachers’ and pupils’ relationships with both the process and subject matter of learning.

The Effects of Using Assessment Rubrics on the Assessment and Grading of Pupils Conceptual Understanding of Algebra

In an effort to improve performance in mathematics, this quasi-experimental non-equivalent control group pre-test post-test study was designed to establish the effects of using assessment rubrics on the assessment and grading of pupil’s conceptual understanding of algebra. This was done using Algebra Achievement Test (α=0.9) and Attitude Questionnaire Math (α=0.832) as data collection instruments. In the study, two groups of pupils (control, n=30 and experimental, n=34) doing 10th grade ordinary level mathematics were randomly selected at Muyombe Boarding Secondary School. Both groups received Problem Based classroom instructions on the topic. Then the experimental group was assessed using assessment rubrics. Data collected were analyzed using statistical tests through SPSS version 16. The independent t-test results showed that the experimental group exhibited a statistical significance with higher Mean Achievement Score (μ =62.76 SD=21.844) than the control group (μ =49.72 SD=14.027), t (62, 0.05) =3.590, p&lt;0.05). The Manny Whitney U test also showed that the experimental group (μ=92.92, SD=3.11) had a statistical significance with a higher positive attitude toward mathematics than the control group (μ=84.35, SD=8.59), p&lt;0.001. The results of the study showed that assessment rubrics could serve as a powerful tool for assessment and grading of pupils’ work that led to improved performance in mathematics. The study recommended that teacher educators should consider including assessment rubrics in their respective methodologies and assessment courses for pre-service teachers, and suggestions were provided for further research studies.

Cognitive Educational Transaction: Assessment and Mediation of Pupil’s Cognitive Capacities

At present, the subject of basic and applied research is becoming a specific type of educational transaction whose aim is to know the cognitive determinants of the educational process. Research findings relating to the brain and mind indicate that if we can gain a better understanding of a pupil’s cognitive apparatus, this may lead to more effective teaching of low-performing pupils. When considering the causes of a pupil’s unsatisfactory school performance, it is important to consider which elements of thinking require activation during information processing, or task performance. Knowing the aspects of motor and mental speed and cognitive flexibility of the pupil is the starting point for cognitive stimulus transactions. From this knowledge, subsequently generated transactions can be carried out in an individual intervention aimed at remediating the possible cognitive deficiencies in low performing pupils. In the paper we present the results of the pilot research (as a part of more complex experimental study ), the intention of which is to assess the suitability and the selection of appropriate research tools in the diagnosis of motor speed in pupils. The diagnosis is an introduction to research on the assessment of the impact of the relationship between the motor speed and the speed of information processing in a student on the their success in learning. The subjects are students aged 8-10, gender-diverse. During the diagnosis: Mira Stambak hatch tests, the Looping test, the rate of writing the word house by Elzbieta Grzegorzewska test, Rene Zazzo Card Test, Ozierecki test of motor speed development, test of cognitive functions Trail Making Test (TMT) Dean Delis, Edith Kaplan and Joel Kramer. The following have been taken into account: accuracy of the test, time needed to carry out the test, clarity of instructions, criteria for evaluation of results and interest of students. After analyzing the results, it has been found that the proper tests will be conducted with the following tests: Looping, Hatching and Trail Making Test.

Between question and answer

AbstractIn Sweden, tutoring in the mother tongue is a form of special educational support to enable pupils with non-Swedish language backgrounds to follow Swedish medium instruction and succeed at school. For pupils who risk failing to meet minimal curricular requirements, it is an educational right. This study investigates tutor-mediated interaction with Somali newly arrived pupils and subject teachers in oral examinations at the ninth year and asks how translanguaging may be relevant to speech performances in this multilingual setting. Both tutors and pupils translanguage advantageously to accomplish pedagogical objectives. Translanguaging proves subject to the personal aspirations of speakers, the organization of interaction as well as wider pedagogical goals. Following Bakhtin, discrepancy between tutor translingual interpretation and the other participants’ interpreted utterances is accounted for as the responsive engagement of a second consciousness that supplements other voices creatively. Central aspects of translanguaging are challenged through a dialogic lens. The implications of treating translanguaging in mother tongue tutoring asdialogic actioninclude positioning translanguaging in an interactionist framework, the importance of a discourse of constraint as well as affordance, a dynamic epistemology and the need for teachers and tutors to be aware of the inherent meaning-making processes in translingual interpretation for pupil assessment.

Effects of Osmotic Therapy on Pupil Reactivity: Quantification Using Pupillometry in Critically Ill Neurologic Patients.

Osmotic therapy is a critical component of medical management for cerebral edema. While up to 90% of neurointensivists report using these treatments, few quantitative clinical measurements guide optimal timing, dose, or administration frequency. Its use is frequently triggered by a qualitative assessment of neurologic deterioration and/or pupil size, and anecdotally appears to improve pupil asymmetry suggestive of uncal herniation. However, subjective pupil assessment has poor reliability, making it difficult to detect or track subtle changes. We hypothesized that osmotic therapy reproducibly improves quantitative pupil metrics. We included patients at two centers who had recorded quantitative pupil measurements within 2h before and after either 20% mannitol or 23.4% hypertonic saline in the neurosciences intensive care unit. The primary outcome was the Neurologic Pupil Index (NPi), a composite metric ranging from 0 to 5 in which > 3 is considered normal. Secondary outcomes included pupil size, percent change, constriction and dilation velocity, and latency. Results were analyzed with Wilcoxon signed-rank tests, Chi-square and multi-level linear regression to control for other edema-reducing interventions. Out of 72 admissions (403 paired pupil observations), NPi significantly differed within 2h of osmotic therapy when controlling for other commonly used interventions in our whole cohort (β = 0.08, p = 0.0168). The effect was most pronounced (β = 0.57) in patients with abnormal NPi prior to intervention (p = 0.0235). Pupil reactivity significantly improves after osmotic therapy in a heterogenous critically ill population when controlling for various other interventions. Future work is necessary to determine dose-dependent effects and clinical utility.

Direcții de modernizare a autoevaluării și evaluării continue a rezultatelor elevilor.: De la tehnologia informatică la sisteme ICT.

It requires major changes in the processes of self-assessment and continuous assessment of pupils’ achievements in order to meet the challenges of contemporary society. In this research study we presented the current approaches of the evaluative issue in its transition from the informatics technology to evaluative information systems and technology communication (ITC). When conducting the research, we have studied teachers’ references on the role of the ITC systems in pupils’ self-assessment, as well as the contribution of the automated continuous assessment to the improvement of pupils’ learning activity. The general hypothesis of the research project aimed to demonstrate that if secondary school teachers are aware of the role of the self-assessment ICT systems and of continuous digital assessment, then there is obtained their adherence for implementating and developing such systems of assessment. In order to study the relationship between research variables we applied a questionnaire, with teachers as target group. The conducted study has had a positive impact on the respondent teachers, who adhered to the proposed idea, being confident in the role of transition from the self-assessment of informatics refurbishment and continuous assessment of pupils’ achievement in implementing the ITC systems in the educational assessment.

Direcții de modernizare a autoevaluării și evaluării continue a rezultatelor elevilor.: De la tehnologia informatică la sisteme ICT.

It requires major changes in the processes of self-assessment and continuous assessment of pupils’ achievements in order to meet the challenges of contemporary society. In this research study we presented the current approaches of the evaluative issue in its transition from the informatics technology to evaluative information systems and technology communication (ITC). When conducting the research, we have studied teachers’ references on the role of the ITC systems in pupils’ self-assessment, as well as the contribution of the automated continuous assessment to the improvement of pupils’ learning activity. The general hypothesis of the research project aimed to demonstrate that if secondary school teachers are aware of the role of the self-assessment ICT systems and of continuous digital assessment, then there is obtained their adherence for implementating and developing such systems of assessment. In order to study the relationship between research variables we applied a questionnaire, with teachers as target group. The conducted study has had a positive impact on the respondent teachers, who adhered to the proposed idea, being confident in the role of transition from the self-assessment of informatics refurbishment and continuous assessment of pupils’ achievement in implementing the ITC systems in the educational assessment.

Practici evaluative-premise ale interacțiunii dintre cei doi actori educaționali: profesorul și elevul

The concept of school evaluation has known over the years multiple approaches, which demonstrates the complexity of this process so important for the proper conduct of an educational approach. In the present article we study school evaluation in relation to the inter- occurring between teacher and student, studied from the perspective of game theory. We consider it pertinent analysis of evaluative approach in terms of the influence they exert on its relationship with subjective connotations -elev teacher, contextualized the particularities of each of the two educational actors. In the present paper, we propose a model of game theory, players are teacher and student. The purpose of this model is to demonstrate the theoretically how the two actors educational reach an agreement on the decisions you will make in terms of pupil assessment by the teacher.

Practici evaluative-premise ale interacțiunii dintre cei doi actori educaționali: profesorul și elevul

The concept of school evaluation has known over the years multiple approaches, which demonstrates the complexity of this process so important for the proper conduct of an educational approach. In the present article we study school evaluation in relation to the inter- occurring between teacher and student, studied from the perspective of game theory. We consider it pertinent analysis of evaluative approach in terms of the influence they exert on its relationship with subjective connotations -elev teacher, contextualized the particularities of each of the two educational actors. In the present paper, we propose a model of game theory, players are teacher and student. The purpose of this model is to demonstrate the theoretically how the two actors educational reach an agreement on the decisions you will make in terms of pupil assessment by the teacher.

The structure and content of the discipline “Applying project-based approach to teaching foreign languages and cultures at secondary general education schools”

Project-based learning (PBL) is no longer considered as an additional or optional teaching method, and the ability to apply it is now an integral part of the professional methodological competence of a modern Ukrainian teacher. In this regard, the issue of methodological training of preservice foreign language teachers to use PBL in teaching foreign languages and cultures to pupils of secondary general education schools is extremely important. So, the purpose of this article is to describe the structure and content of the academic discipline “Applying project-based approach to teaching foreign languages and cultures at secondary general education schools”. The aim of this discipline is to familiarize preservice teachers with theoretical basis and applied methodology of using PBL and digital technologies in teaching foreign languages and cultures to pupils, to build necessary professional skills of implementing foreign language and culture PBL effectively at Ukrainian secondary schools. As a result, the university students are supposed to acquire knowledge about the history and theory of project-based approach, the characteristics of PBL, the methodological typology of projects, the stages of pupils’ project activities, the ways of integrating PBL into educational and extracurricular process, the assessment of pupils’ PBL performance outcomes, the ways of using digital tools in foreign language and culture PBL. The academic discipline consists of four thematic modules of lecture and practical lessons, and extracurricular selfstudy work of university students. Some examples of selfstudy, end-of-course, and credit tasks are given in this work. The prospects of further research studies of the issue under consideration are concerned with the syllabus design of a special academic discipline course aimed at methodological training of preservice university teachers of foreign languages to use project-based approach at Ukrainian higher education institutions.

Initial Validation of the Teacher-Created Empowering and Disempowering Motivational Climate Questionnaire in Physical Education

Purpose: Guided by Duda’s hierarchical conceptualization of the motivational climate that draws from self-determination and achievement goal theories, this study provides initial evidence of the psychometric properties of the Empowering and Disempowering Motivational Climate Questionnaire in physical education (EDMCQ-PE). Method: Questionnaire based with two samples of Welsh secondary school pupils. Results: Exploratory structural equation modeling provided a better fit of the data to the hypothesized model than confirmatory factor analysis. Moreover, a two-factor composite (i.e., empowering and disempowering) lower-order model provided an acceptable fit and clear parameter estimates. This two-factor model also demonstrated scalar gender measurement invariance. Discussion: The evidence from this study suggests the EDMCQ-PE is a promising scale for the assessment of secondary school pupils’ perceptions of the empowering and disempowering features of the motivational climate created by their physical education teachers. Conclusion: Moving forward, the statistical approach employed in this paper can inform future studies that develop questionnaire methodology in physical education and from an applied perspective; the EDMCQ-PE can be used by researchers and teachers to assess the motivational climate in PE and help inform the pedagogy underpinning teachers’ classes.

Assessment of Roma Children from Socially Disadvantageous Environment

Abstract Introduction: Psychological assessment of Roma children belongs to the most controversial topics in recent theory and practice of school psychology in Slovakia. The paper discusses the problem from the three main aspects. Discussion: The first of them raises into question the usability of “general intelligence” construct in the assessment practice. It is shown that from the psychometric point of view it is improper to represent couple of qualitatively different attributes by sole number. Moreover, intelligence as a construct refers to general mental achievement of child here and now but it says nothing about the causes and reasons of the achievement. The second part is devoted to the problem of test adaptation. The author draws attention to the fact that Roma people are the minority with own characteristics, including language, style of life, customs and values. Due to this, it is necessary to use in the psychological assessment solely well adapted psychological tests with special norms for Roma children. The third topic discusses the position of psychologists in decision-making with regard to the type of education of a particular child. Limitations: Because education is realized in a broad social context (policy, social attitudes and expectations, material and financial conditions, teaching expertise, etc.), many of these factors are out of psychologists´ direct control and competencies. Due to this, the primary task in the psychological assessment of Roma pupils should not be based on the question about the advisability of their special education. Instead of this, the psychologist should be concerned more on the proper description and explanation of children’s psychological functioning and, following this, on formulating individual and particular recommendations how and what cognitive, emotional or motivational elements it is necessary to develop at school.

ASSESSMENT OF TEACHERS’ WORK – EXPECTATIONS AND REALITY: THE CASE STUDY OF REZEKNE

Teachers play a very important role in the education system, as these people are subject to the requirements, constraints, and changes imposed by the education system and, at the same time, they are responsible for the quality education of pupils. Teachers are most directly confronted with the reality in existing educational institutions (in co-operation with colleagues, local authorities, parents of pupils, employers and acting in accordance with legislation) and with the shortcomings in the education system. The educational system in Latvia faces new challenges: liquidation and reorganization of schools, work in combined classes, the need to adapt and respond to educational system reforms. Teachers’ work is subject to constant change; but is it evaluated according to efforts teachers are making? The aim of the article is to investigate the expectations and reality of teachers of primary schools in Rezekne in relation to the assessment of their work. The paper uses a combined research approach: a qualitative research method – semi-structured interviews and a quantitative survey questionnaire. The teachers' expectations regarding job evaluation are related to pay, equity, support, and changes in the education system. Teachers of Rezekne district primary schools are least satisfied with the assessment of the work by the state - teachers are not satisfied with wages and unfairness. The most important thing for teachers is the assessment of pupils, employers and school administrations, as well as parents of pupils.

THE EFFECT OF INTEGRATION OF ASSESSMENT OF PRACTICAL ASPECT OF SCIENCE ON PUPILS’ INTEREST IN BASIC SCIENCE IN ODEDA LOCAL GOVERNMENT OF OGUN STATE, NIGERIA

There are various approaches to science teaching at the primary school level. Common to these approaches is assessment of pupils only in the theoretical aspect of science. This study determined the effect of an approach that inculcates the assessment of the practical aspect of science into the teaching and learning process on pupils’ achievement in basic science and technology. In this approach, pupils in primary schools were engaged in science activities which were in line with the content of science as reflected in the basic science, basic technology and information and communication technology themes of the basic science and technology curriculum. This study adopted a pretest-posttest control group quasi experimental research design. The population of the study was all the basic four pupils (primary 4) in Odeda local government area of Ogun state. Three hundred and three (303) basic four pupils selected from four public primary schools formed the sample of the study; the instruments for data collection were: basic science and technology interest questionnaire. Participants’ practical activities were assessed. The data collected were analysed using the analysis of covariance and estimated marginal means. The result of the study indicates that the pupils who were taught science with the approach which makes the assessment of practical an integral aspect of teaching and learning process had an insignificant posttest interest mean gain in two themes of basic science and technology. Since the education enterprise focuses on learners’ progress no matter how insignificant; it was recommended that pupils should not only be engaged in hands on activities but their performance in hands on activities must be assessed. Article visualizations:

The Dimensions of Classroom Assessment: How Field Study Students Learn to Grade in the Middle Level Classroom

How are assessment practices of student teachers formed by their experiences in methods courses and practicum classrooms? By contrasting the approaches of two groups of student teachers to pupil assessment, the small-scale case study research described in this report shows how student teachers emphasize the dimensions of assessment that demonstrate, both, their control of procedure and content, and their control of student behavior and learning in the classroom. These control-related aspects of the practicum experience derive primarily from pressure exerted by cooperating teachers to maintain the established classroom order, and derive secondarily from approaches that have been propounded in methods courses.