Does gender make a difference? Gender-related fairness of high-stakes testing in A-level examinations in English as foreign language in the German state of North Rhine-Westphalia in the context of Educational Governance

The shift from decentralized to centralized A-level examinations (Abitur) was implemented in the German school system as a measure of Educational Governance in the last decade. This reform was mainly introduced with the intention of providing higher comparability of school examinations and student achievement as well as increasing fairness in school examinations. It is not known yet if these ambitious aims and functions of the new centralized examination format have been achieved and if fairer assessment can be guaranteed in terms of providing all students with the same opportunities to pass the examinations by allocating fair tests to different student subpopulations e.g., students of different background or gender. The research presented in this article deals with these questions and focuses on gender differences. It investigates gender-specific fairness of the test items in centralized Abitur examinations as high school exit examinations in Germany. The data are drawn from Abitur examinations in English (as a foreign language). Differential item functioning (DIF) analysis reveals that at least some parts of the examinations indicate gender inequality. (DIPF/Orig.)

Association between molecular variation in the phosphoglucose isomerase (Pgi) locus and migration propensity in the Glanville fritillary butterfly

Habitat fragmentation produces patches of suitable habitat surrounded by unfavourable matrix habitat. A species may persist in such a fragmented landscape in an equilibrium between the extinctions and recolonizations of local populations, thus forming a metapopulation. Migration between local populations is necessary for the long-term persistence of a metapopulation. The Glanville fritillary butterfly (Melitaea cinxia) forms a metapopulation in the Åland islands in Finland. There is migration between the populations, the extent of which is affected by several environmental factors and variation in the phenotype of individual butterflies. Different allelic forms of the glycolytic enzyme phosphoglucose isomerase (Pgi) has been identified as a possible genetic factor influencing flight performance and migration rate in this species. The frequency of a certain Pgi allele, Pgi-f, follows the same pattern in relation to population age and connectivity as migration propensity. Furthermore, variation in flight metabolic performance, which is likely to affect migration propensity, has been linked to genetic variation in Pgi or a closely linked locus. The aim of this study was to investigate the association between Pgi genotype and the migration propensity in the Glanville fritillary both at the individual and population levels using a statistical modelling approach. A mark-release-recapture (MRR) study was conducted in a habitat patch network of M. cinxia in Åland to collect data on the movements of individual butterflies. Larval samples from the study area were also collected for population level examinations. Each butterfly and larva was genotyped at the Pgi locus. The MRR data was parameterised with two mathematical models of migration: the Virtual Migration Model (VM) and the spatially explicit diffusion model. VM model predicted and observed numbers of emigrants from populations with high and low frequencies of Pgi-f were compared. Posterior predictive data sets were simulated based on the parameters of the diffusion model. Lack-of-fit of observed values to the model predicted values of several descriptors of movements were detected, and the effect of Pgi genotype on the deviations was assessed by randomizations including the genotype information. This study revealed a possible difference in the effect of Pgi genotype on migration propensity between the two sexes in the Glanville fritillary. The females with and males without the Pgi-f allele moved more between habitat patches, which is probably related to differences in the function of flight in the two sexes. Females may use their high flight capacity to migrate between habitat patches to find suitable oviposition sites, whereas males may use it to acquire mates by keeping a territory and fighting off other intruding males, possibly causing them to emigrate. The results were consistent across different movement descriptors and at the individual and population levels. The effect of Pgi is likely to be dependent on the structure of the landscape and the prevailing environmental conditions.

Schulzeitverkürzung und Studiendauer

Der vorliegende Wiederabdruck eines 1937 publizierten Textes rückt die Aktualität der damaligen bildungspolitischen Reformbemühungen zur Schulzeitverkürzung und Studiendauer in den Vordergrund. (DIPF/Bal)

Teachers' perceptions of effects of terminal examinations on teaching and learning at the secondary school level in Zimbabwe

This study was particularly aimed at the examinations and the effect they have on schooling at the secondary school level in Zimbabwe. The views and opinions of teachers on the use of terminal examinations for certification and the influence they are seen to have on teachers' approach to the curriculum were examined. The literature has shown that there is widespread criticism of the justice and effects of terminal examinations. It is argued that they lead to an over-emphasis of that which is measured, knowledge and intellectual ability, at the expense of that kind of education progress which is almost impossible to measure in an end-of-the-course assessment. Three hundred and six secondary school teachers responded to a survey which asked for teachers' perceptions of examinations and the curriculum. The findings of this study indicated that teaching is structured towards examinations. Although teachers are trying to teach and develop reasoning skills and other activities, the pressure of examinations and the importance of doing well in them force teachers to restrict themselves to examination requirements.

The level playing field: the impact of assessment practice on professional development

Context: The effects of assessment practice on students’ learning are unclear, particularly regarding professional development. Corralling in objective structured clinical examinations (OSCEs) is designed to reduce illicit passing of examination information. Candidates completing an examination are kept secluded until the next cohort of examinees has begun. We used the introduction of corralling as a context in which to explore social influences on examination misconduct, with the aims of improving understanding of the hidden effects of assessment, and evaluating the acceptability of corralling from the student perspective.

Methods: A questionnaire was administered to students corralled post-OSCE for the first time. Eleven semi-structured interviews were subsequently conducted. Questionnaire data were analysed for descriptive statistics and thematic analysis of interview transcripts was carried out.

Results: The questionnaire response rate was 95.4% (251/263). Before corralling, 80.9% (203/251) of students were aware of the sharing of information among peers and 78.5% (197/251) agreed that such misconduct was unprofessional. The majority were in favour of corralling (90.8%, 228/251). Four themes emerged from the semi-structured interviews: the student network versus the individual; assessment-driven culture; the deferring of professionalism, and the ‘level playing field’. Students saw interaction within the student network, on a background of assessment-driven culture, as the key driver in examination misconduct. Conforming to the rules of the social network was prioritised over individual agency, although the mismatch between the rules of the network and the dominant professional discourse caused some conflict for individuals. Deferred professionalism (described as the practice of taking on the norms of professional behaviour only when qualified) was a rationalisation used to minimise this conflict. Corralling provided a ‘level playing field’ in which the influences of the network were minimised.

Conclusions: Examination misconduct is thus a complex social construction with implications for individual learners in terms of professional development. Corralling is one mechanism for addressing misconduct that is acceptable to students, but assessment processes have important hidden effects which educators should acknowledge.

Predictability in high-stakes examinations: students' perspectives on a perennial assessment dilemma

Key debates within educational assessment continuously encourage us to reflect on the design, delivery and implementation of examination systems as well as their relevance to students. In more recent times, such reflections have also required a rethinking of who is authoritative about assessment issues and whose views we seek in order to better understand these perennial assessment dilemmas. This paper considers one such dilemma, predictability in high-stakes assessment, and presents students’ perspectives on this issue. The context is the Irish Leaving Certificate (LC) taken by upper secondary students (aged between 16 and 18) in order (mainly) to enter tertiary-level education. The data come from 13 group interviews with 81 students across a range of schools in Ireland. Listening to students about complex, high-stakes examining problems has a limited history within the educational assessment literature. The findings from the study address this shortcoming and depict how students’ insightful reflections can improve our understanding of these dilemmas. Further, students are more than able to reflect on their own situations with regard to high stakes examining contexts and have important contributions to make to our fuller understanding of those elements that will promote high quality and fair assessment.

Evaluating forensic biology results given source level propositions

The evaluation of forensic evidence can occur at any level within the hierarchy of propositions depending on the question being asked and the amount and type of information that is taken into account within the evaluation. Commonly DNA evidence is reported given propositions that deal with the sub-source level in the hierarchy, which deals only with the possibility that a nominated individual is a source of DNA in a trace (or contributor to the DNA in the case of a mixed DNA trace). We explore the use of information obtained from examinations, presumptive and discriminating tests for body fluids, DNA concentrations and some case circumstances within a Bayesian network in order to provide assistance to the Courts that have to consider propositions at source level. We use a scenario in which the presence of blood is of interest as an exemplar and consider how DNA profiling results and the potential for laboratory error can be taken into account. We finish with examples of how the results of these reports could be presented in court using either numerical values or verbal descriptions of the results.

OCR Computing for A level.

Libro de texto de informática aprobado por el OCR (Oxford Cambridge and RSA Examinations) para la especificación GCE (General Certificate of Education) de nivel A (enseñanza secundaria, bachillerato). Está dividido en tres secciones con teoría, ejercicios de examen (con consejos sobre cómo realizarlos y cómo preparar la prueba), y técnicas de examen. Los contenidos temáticos que cubre son: fundamentos de la informática, técnicas de programación y métodos lógicos, teoría de computación avanzada.

Practice tests for IGCSE English as a second language : listening and speaking (Book 1) . Audio CDs extended level.

Dos CDs audio aprobados por la Universidad Cambridge International Examinations para la preparación del examen IGCSE (International General Certificate of Secondary Education) en la asignatura de 'Inglés como segundo idioma', y para ser usados junto al libro de texto 'Listening and speaking revised edition (Book 1)'. Los tests de compresión auditiva permitirán a los alumnos practicar la identificación de información concreta, la toma de notas esquemáticas y la compresión de significados, opiniones y actitudes más complejas.

Practice tests for IGCSE English as a second language : listening and speaking (book 2) . Audio CDs extenden level.

Dos CDs audio aprobados por la Universidad Cambridge International Examinations para la preparación del examen IGCSE (International General Certificate of Secondary Education) en la asignatura de 'Inglés como segundo idioma', y para ser usados junto al libro de texto 'Listening and speaking book 2'. Contienen cuatro tests de compresión oral y auditiva que permitirán a los alumnos practicar la identificación de información concreta, la toma de notas esquemáticas y la compresión de significados, opiniones y actitudes más complejas.

Practice tests for IGCSE English as a second language : listening and speaking (book 1) . Audio CDs core level.

Dos CDs audio aprobados por la Universidad Cambridge International Examinations para la preparación del examen IGCSE (International General Certificate of Secondary Education) en la asignatura de 'Inglés como segundo idioma' de nivel básico, y para ser usados junto al libro de texto 'Listening and speaking revised edition (book 1)'. Los tests de compresión oral y auditiva permitirán a los alumnos practicar la identificación de información concreta, la toma de notas esquemáticas y la compresión de significados, opiniones y actitudes más complejas.

Entrance surface dose measurements in pediatric radiological examinations

A survey of pediatric radiological examinations was carried out in a reference pediatric hospital of the city of Sao Paulo. in order to investigate the doses to children undergoing conventional X-ray examinations. The results showed that the majority of pediatric patients are below 4 years, and that about 80% of the examinations correspond to chest projections. Doses to typical radiological examinations were measured in vivo with thermoluminescent dosimeters (LiF: Mg, Ti and LiF: Mg, Cu, P) attached to the skin of the children to determine entrance surface dose (ESD). Also homogeneous phantoms were used to obtain ESD to younger children, because the technique uses a so small kVp that the dosimeters would produce an artifact image in the patient radiograph. Four kinds of pediatric examinations were investigated: three conventional examinations (chest, skull and abdomen) and a fluoroscopic procedure (barium swallow). Relevant information about kVp and mAs values used in the examinations was collected, and we discuss how these parameters can affect the ESD. The ESD values measured in this work are compared to reference levels published by the European Commission for pediatric patients. The results obtained (third-quartile of the ESD distribution) for chest AP examinations in three age groups were: 0.056 mGy (2-4 years old); 0,068 mGy (5-9 years old)-. 0.069 mGy (10-15 years old). All of them are below the European reference level (0.100mGy). ESD values measured to the older age group in skull and abdomen AP radiographs (mean values 3.44 and 1.20mGy, respectively) are above the European reference levels (1.5mGy to skull and 1.0 mGy to abdomen). ESD values measured in the barium swallow examination reached 10 mGy in skin regions corresponding to thyroid and esophagus. It was noticed during this survey that some technicians use, improperly, X-ray fluoroscopy in conventional examinations to help them in positioning the patient. The results presented here are a preliminary survey of doses in pediatric radiological examinations and they show that it is necessary to investigate the technical parameters to perform the radiographs. to introduce practices to control pediatric patient`s doses and to improve the personnel training to perform a pediatric examination. (c) 2007 Elsevier Ltd. All rights reserved.

Using constructed-response and multiple-choice questions in undergraduate examinations

This paper looks at the use of constructed-response and multiple-choice questions in first year management examinations involving 2364 students over a three semester period in 2008-9. It also compares student’s performance in research and analytical assignments with their results in Multiple-Choice tests. The results show that students who perform poorly in non-multiple-choice tests are slightly advantaged by multiple-choice tests. However, students who display high distinction scores in other pieces of assessment do not receive any advantage from multiple-choice testing. Interestingly, the research also highlighted that female students perform better in their articulation of management techniques overall, but do not gain the same comparative advantage from multiple choice testing. The analysis of the assessment methods was extremely useful in predicting the level of failures for the unit in the subsequent year. Finding the right balance of assessment tasks in first year university business courses is extremely difficult, using multiple-choice tests can be useful tool as part of the assessment mix in management units.