Building academic resilience: A longitudinal study of Master of Teaching students’ perceptions of written feedback on high stakes assessment

This paper reports on a two-year study of tertiary education students’ perceptions of written feedback on assessment. Contextualised in a regional Australian university and drawing on a cohort of Master of Teaching pre-service teachers, a survey approach was used to collect data from participants in both years of their graduate-level entry program. The paper contributes to the emerging body of literature on students’ perceptions of written feedback on assessment by discussing four themes that emerged from the study. It concludes with a number of recommendations for teacher educators to enhance current feedback practices.

High Stakes: Lessons from stakeholder groups in the biodiversity conservation network

Research in common property, participatory resource management, and community development points to the central importance of organizational arrangements in conservation and development interventions. The dilemma facing contemporary conservation practitioners is how best to assist and facilitate such arrangements in support of participatory resource management and sustainable livelihoods, given the range of organizations, societal processes, and structures in which interventions might engage. This article presents some key findings from a study of stakeholder groups at 4 project sites, with information from a further 16 sites, in the Biodiversity Conservation Network: (1) Longstanding organizations had an established community niche, but could become bogged down in bureaucratic procedures; (2) poor communication between organizations was common and could undermine resource management; and (3) charismatic individuals and local elite interests could dominate groups, diminishing their representativeness. Based on these findings, the article argues that conservation professionals need to build their capacity as facilitators and negotiators, paying greater attention to how stakeholder groups form and function, their links to wider arenas, and the aims and positions of groups and individuals.

High stakes principalship-sleepless nights, heart attacks and sudden death accountabilities: reading media representations of the United States principal shortage

The possible shortage of applicants for principal positions is news in both Australia and abroad. We subject a corpus of predominantly United states (US) news articles to deconstructive narrative analysis and find that the dominant media representation of principals' work is one of long hours Iow salary high stress and sudden death from high stakes accountabilities. However, reported US policy interventions focus predominantly on professional development for aspirants. We note that this will be insufficient to reverse the lack of applications and suggest that the dominant media picture of completely unattractive principals work, meant to leverage a policy solution, will perhaps paradoxically perpetuate the problem. The dominant media picture is also curiously at odds with research that reports high job satisfaction among principals. We suggest that there is a binary of victim and saviour principal in both media and policy which prevents some strategic re-thinking about how the principalship might be different.

High stakes principalship - sleepless nights, heart attacks and sudden death accountabilities: reading media representations of the US principal shortage

The possible shortage of applicants for principal positions is news in both Australia and abroad. We subject a corpus of predominantly US news article to deconstructive narrative analysis and find that the dominant media representation of principals' work is one of long hours, low salary, high stress and sudden death from high stakes accountabilities. However reported US policy interventions focus predominantly on professional development for aspirants. We note that this will be insufficient to reverse the lack of applications, and suggest that the dominant media picture of completely unattractive principals' work, meant to leverage a policy solution will perhaps paradoxically perpetuate the problem. This picture is also curiously at odds with research that reports high job satisfaction among principals. We suggest that there is a dominant binary of victim and saviour principal in both media and policy which prevents some strategic re-thinking about how the principalship might be different.

Win at all costs or lose gracefully in high-stakes competition? Gender differences in professional tennis

This article examines line-call challenges by male and female professional tennis players in major tournaments around the world. In terms of utilization rates, we find that the genders behave similarly. Nevertheless, we do detect some intriguing gender differences in these challenges. First, male players’ challenges are more likely to be provoked by those of their opponents. More importantly, at tiebreaks, females are more likely to reverse an umpire’s unfavorable call, while males make relatively more unsuccessful challenges. Furthermore, we find that men are a lot more likely to make “embarrassing” line-call challenges at tiebreaks and offenses (i.e., when the shot lands at the opponent’s side of the tennis court) than women. These significant gender differences suggest that women particularly diverge from men at crucial junctures of the match such as tiebreaks. Differences in factors such as risk aversion, overconfidence, pride, shame, and strategic signalling behavior might help us to explain these gender-difference findings in line call challenges.

Approaches to learning across cultures : The role of assessment

In the context of a broader research study on the intercultural understanding of teachers in Australia, Japan and Thailand, this paper focuses on approaches to learning and the role of assessment in shaping such approaches. Popular contrasts portray Asian learners as compliant and favouring rote memorisation and Western learners as independent and favouring deep, conceptual learning. Yet Asian students frequently outperform their Western counterparts in competitive tests purported to measure higher cognitive skills. Biggs and his associates have challenged the stereotypical view of Asian students as rote learners as a Western misperception. But data from the present cross-cultural study suggest it is more than a Western misperception, being shared by teachers in Japan and Thailand. With this background, this paper then explores the role of assessment through an analysis of examination papers in the three countries at the high stakes, year 12 level. This analysis of the ways in which knowledge and comprehension are assessed identifies different practices across cultures but not ones corresponding to the rhetoric on contrasting approaches to learning. Rather it concludes that assessment tasks classified superficially as comprehension can be approached through memorisation and conversely, those often classified as memorisation can require careful reading, thought and interpretation, while drawing from an extensive knowledge base. A shared understanding of the nature of assessment tasks in different cultures thus has the potential to dissolve the demarcation of culturally embedded learning styles and to enhance deep learning grounded in specialist knowledge for scholars, be they students or teachers, in all cultures.

Mobile texts and migrant audiences : rethinking literacy and assessment in a new media age

This article highlights the importance of rethinking literacy assessment in a digital and global world. Although pressures currently abound to narrow conceptions and practices of literacy, especially in an era of high stakes testing, digital multimodality and connectivity offer the potential for new ways of thinking, representing, and communicating, as well as new avenues for participating in relationships across social, geographic, and cultural difference. We explore the challenges of redesigning assessments so that they better take into account children's multiliterate capabilities. In so doing, we offer examples from our work in afterschool contexts that demonstrate how we have grappled with the complexities of assessment in new times.

Student knowledge: curriculum, assessment and reporting

At a time when national and international high-stakes testing has assumed such prominence, one might begin to wonder about the status of teacher judgement when assessing and reporting on children’s knowledge and skills against the descriptors specified in curriculum standards. Were standardised test results congruent with the judgements that teachers make when reporting on students’ achievement, concern about how one type of judgement might compare with another would perhaps be unwarranted. This article draws on research that has investigated whether standardised assessments in the state of Victoria, Australia are actually comparable with teacher’s judgements about their students’ work to illustrate that discrepancies do exist. These results have been interpreted within an analytical framework that derives from Aristotle’s (350BC/2000) distinction between three types of knowledge, namely epistemic, technical and phronetic knowledge.

Reframing conceptions of contemporary literacy capabilities in pre-service primary teacher education

This chapter describes the challenges of integrating new technologies with literacy education in pre-service primary teacher education in Australia. The authors describe the policy context and regulatory mechanisms controlling pre-service education, including a national set of professional standards for graduate teachers, a new national curriculum for school students, the introduction of high stakes national assessment for school students, and the looming threat of decontextualized back-to-the-basics professional entry tests for aspiring teachers. The chapter includes three case studies of the authors’ pedagogical practices that attempt to reframe conceptions of the literacy capabilities of pre-service teachers to reflect the complex and sophisticated requirements of teachers in contemporary schooling. The authors conclude the chapter with a discussion of the implications of these case studies as they illustrate the ways that pre-service teachers can be scaffolded and supported to develop creative capacity and critical awareness of the kinds of literacies required in the digital age despite restrictive regimes.

Closing the emergency facility: Moving schools from literacy triage to better literacy outcomes

This article focuses on the tensions between national and international testing, educational policy and professionalism for middle school English teachers. I argue that state and federal government(s) are responding to the impact of Australia's falling results on the international testing in PISA (Programme for International Student Assessment) through the usage of their own testing program, the National Assessment Program for Literacy and Numeracy (NAPLAN). The publication of NAPLAN results on the MySchool website in a searchable and comparable form has been detrimental to many schools and has pushed these schools into "emergency mode", as they struggle to improve their scores. At the same time, the results from recent PISA examinations reveal extensive inequities in educational outcomes across Australia, as well as some consistent general trends in the Australian data. I use the metaphor of the hospital emergency department to explore this situation. Drawing on Sahlberg's (2011) notion of the Global Educational Reform Movement (GERM), I explore this metaphor becoming a pandemic. I draw on Gillborn and Youdell's (2000) usage of educational triage and cast different and multiple educational professionals playing the role of the triage nurse-the alternate federal and state government education ministers responding to international and state test results in triage; and principals of poor performing schools operating their school as though it is an emergency department; poor literacy results triaged Code Red receiving immediate focus and attention, but "treated" in terms of immediate survival and a focus on basic skills. I argue that the international testing provides better markers for how we are doing as a nation, and what might be done to improve our international standing with respect to our literacy scores. I argue that true gains in literacy and the development of more complex literacy skills are not made through triaging literacy through an emergency department, but through a long-term focus on school redesign.

Prospective progression from high-prevalence disorders to bipolar disorder: exploring characteristics of pre-illness stages

BACKGROUND: Identification of risk factors within precursor syndromes, such as depression, anxiety or substance use disorders (SUD), might help to pinpoint high-risk stages where preventive interventions for Bipolar Disorder (BD) could be evaluated.

METHODS: We examined baseline demographic, clinical, quality of life, and temperament measures along with risk clusters among 52 young people seeking help for depression, anxiety or SUDs without psychosis or BD. The risk clusters included Bipolar At-Risk (BAR) and the Bipolarity Index as measures of bipolarity and the Ultra-High Risk assessment for psychosis. The participants were followed up for 12 months to identify conversion to BD. Those who converted and did not convert to BD were compared using Chi-Square and Mann Whitney U tests.

RESULTS: The sample was predominantly female (85%) and a majority had prior treatment (64%). Four participants converted to BD over the 1-year follow up period. Having an alcohol use disorder at baseline (75% vs 8%, χ(2)=14.1, p<0.001) or a family history of SUD (67% vs 12.5%, χ(2)=6.0, p=0.01) were associated with development of BD. The sub-threshold mania subgroup of BAR criteria was also associated with 12-month BD outcomes. The severity of depressive symptoms and cannabis use had high effects sizes of association with BD outcomes, without statistical significance.

CONCLUSIONS AND LIMITATIONS: The small number of conversions limited the power of the study to identify associations with risk factors that have previously been reported to predict BD. However, subthreshold affective symptoms and SUDs might predict the onset of BD among help-seeking young people with high-prevalence disorders.

Towards a sociology of measurement in education policy

The Organisation for Economic Cooperation and Development (OECD) has developed impressive machinery to produce international comparative data across more than 70 systems of education and these data have come to be used extensively in policy circles around the world. In many countries, national and international comparative data are used as the bases for significant, high-stakes policy and reform decisions. This article traces how international comparability is produced, using the example of equity measurement in OECD's Programme for International Student Assessment (PISA). It focuses on the construction of the objects of comparison and traces the struggles to produce equivalence and commensurability across diverse and complex worlds. Based on conversations with a number of measurement experts who are familiar with the OECD and PISA, the article details how comparability is achieved and how it falters and fails. In performing such an analysis, this research is not concerned with ‘exposing’ the limitations of comparison or challenging their validity. Rather, based on the work of Steve Woolgar and other scholars, it attempts to mobilise a ‘sociology of measurement’ that explores the instrumentalism and performativity of the technologies of international comparisons.

Investigating ‘moments’ for student agency through a differentiated music curriculum

Research provides compelling evidence linking music-making to academic achievement and increased wellbeing for disengaged students. However, in the Australian context, education policy has narrowed its focus to literacy and numeracy, with an associated ‘accountability’ framework of mandated assessment and reporting practices. Within this context teachers are being asked to demonstrate how, through their pedagogical practices, they meet the needs of all their students. As a result of this, differentiation has become the lens through which student learning and engagement are being monitored. Drawing on data from a large state secondary school, this paper examines how a differentiated music curriculum is being implemented to support student agency. We demonstrate that, through a range of formal and informal music programs, agency is enhanced through the development of self-reflexive and self-referential learning practices. However, we suggest that differentiation, alone, does not unmask the reasons behind students’ different learning experiences nor does it necessarily redress entrenched educational inequalities. We also suggest that the ‘moments’ for student agency, created by these music programs, may have as much to do with the ‘fragile’ position of music within the broader school curriculum where the spotlight of high-stakes testing is directed elsewhere.

Oral language competence, young speakers and the Law

Purpose: This paper highlights the forensic implications of language impairment in 2 key (and overlapping) groups of young people: identified victims of maltreatment (abuse and/or neglect) and young offenders.

Method: Two lines of research pertaining to oral language competence and young people's interface with the law are considered: 1 regarding investigative interviewing with children as victims or witnesses in the context of serious allegations of sexual abuse, and the other pertaining to adolescent offenders as suspects, witnesses, or victims. The linguistic demands that forensic interviewing places on these young people are also considered. Literature concerning the impact of early maltreatment on early language acquisition is briefly reviewed, as is the role of theory of mind in relation to the requirements of investigative interviewing of children and adolescents.

Implications: High-risk young people (i.e., those who are subject to child protection orders because of suspected or confirmed maltreatment, and those who are engaged with the youth justice system) face an elevated risk for suboptimal language development but may need to draw on their language skills in high-stakes forensic interviews. Implications for early intervention policy and practice are identified, and the need for greater speech-language pathology advocacy and engagement in forensic interviewing research is emphasized.

American technology policy: evolving strategic interests after the Cold War

Since the end of the Cold War, U.S. policymakers have faced the challenge of addressing the technological requirements of both economic competitiveness and national security. Promoting the technological objectives of competitiveness and security poses a daunting task, as these objectives can differ significantly in terms of autonomy, the private sector’s role, and the time frame involved. The difficulties inherent in meeting these competing needs for technological investment and resources are exacerbated by growing technological globalization. American Technology Policy analyzes the ongoing efforts of politicians, legislators, policymakers, and industry leaders to balance their often-conflicting technological requirements. J. D. Kenneth Boutin examines recent trends and developments in American technology policy as it strives to support high-technology firms without undermining national security. He then considers issues of autonomy, relations between the federal government and industry, and the time frame involved in formulating and implementing policy initiatives, all in the context of globalization. Though satisfying the ambitious American technological agenda is difficult, it is impossible for authorities to avoid making the effort, given the high stakes involved. Boutin’s analysis is intended to inform those who are charged with prioritizing and balancing the technological needs of national defense and economic growth. Although the post–Cold War technology policy of the United States has been characterized by efforts to achieve a balance between these two competing priorities, the dominant focus remains on national security. Boutin explains the ways in which American authorities seek to limit the extent of compromise necessary by working with local and foreign actors and by encouraging structural changes in the environment for technological development, application, and diffusion.