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Educational psychology > EP assessment in practice > Flashcards

EP assessment in practice Flashcards

1
Q

what is the point in assessment

A
  • important for accountability
  • important to inform teaching & provision
  • ability to compare child’s ability to others in the same group
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2
Q

why is assessment in education important

A
  • ‘the most influential factor in whether a poor child grows up to be a poor adult…is educational attainment’ - department for work and pensions (2014)
  • important the progress of children is monitored to ensure that effective interventions are targeted to those who need support
  • closing the attainment gap - looking to ‘level up’ opportunity as certain groups of children have greater disadvantages than others
  • direct link between poverty & school performance
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3
Q

differences at GCSE & a level

A
  • the gap between gypsy/Roma, travellers of Irish heritage, Black Caribbean and other Black backgrounds can be 10.9 months in terms of English and Maths GCSEs (Hutchinson et al., 2020)
  • diffs in overall attainment between diff ethnic groups in the achievement of 3 A grades at A level: 25.7% Chinese, 11% Asian and White
  • diffs in attainment of girls vs boys in some subjects (boys may be over-represented at the extremes of the distribution)
  • whilst curriculum based assessments may take measures of performance based on objectives derived from the curriculum used in the classroom, they may also be seen as reductionist & as ignoring the affective & social domain
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4
Q

BPS (2022) on education & working class families

A
  • worse educational outcomes than their peers, more pronounced with progression
  • use of free school meals at any point within a 6yr span are estimated to lag behind their peers by equivalent of 5 months of learning
  • end of primary school this increases to 9 months
  • by GCSE level increases to at least 18 months
  • at A Level it is on average over 3 full grades lower than their peers
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5
Q

SES & education

A
  • pupils eligible for FSM make less educational progress between ages of 11 & 16 than children not eligible (ONS, 2020)
  • % of pupils with FSM increasing, especially since COVID

picture is complex & there are individualities as well as intersections of need

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6
Q

standardised assessments

A
  • psychometric assessments
  • curriculum-based assessments
  • dynamic assessments
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7
Q

psychometric assessments

standardised assessments

A
  • psychological measurement, scores on a test are compared to a comparison group, so the strength of abilities can be judged relative to other students (norm-referenced)
  • not the most reliable
  • IQ and g
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8
Q

what did cline et al. (2023) say about psychometric assessments?

A

use of psychometric assessment to categorise & label children & to inform decisions about provision continues to be debated, both in relation to historical & current practice

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9
Q

what did beaver (2011) say about psychometric assessments?

A
  • when considering learning it is important to also reflect on the level of capability
  • this is distinct from inherent ability as assumed to be measured by psychometric approaches
  • compare to feuerstein’s instrumental enrichment model
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10
Q

feuerstein’s instrumental enrichment model

beaver (2011)

A
  • provides a constructive approach to intervention & rejects the static concept of ability assumed in traditional psychometric assessment
  • based on three broad preconditions for learning
  • 1: input - process of gathering & assimilation of info
  • 2: elaboration - interpreting & understanding info
  • 3: output - reaching & communicating conclusions
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11
Q

curriculum-based assessments

standardised assessments

A
  • comparing a student’s performance with criterion linked to the curriculum
  • progress may be gathered systematically over time, especially in core subjects
  • suggests there is a standard population but world is diverse
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12
Q

dynamic assessments

standardised assessments

A
  • assessor is involved in assessment process
  • add to the info that school already has
  • helps the child during the test - what techniques help e.g. explain further or help reduce anxiety
  • how to actually teach the child
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13
Q

what did beaver (2011) say about dynamic assessments?

A

dynamic assessment is consideration of the dynamics of the learning paradigm & the teaching approaches, or mediation, through which the individual child can be most effectively supported in their learning situation

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14
Q

what did kelly et al. (2017) say about standardised assessments?

A

experimental & strict psychometric methods are completely inadequate for elucidating the complex problem areas that confront them in the social context of human interactions

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15
Q

place of measurment

standardised assessments

A
  • look at normal distribution
  • example of a curriculum based approach, having observed criterion
  • not measuring the ‘psyche’ but performance of a skill
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16
Q

binet

A
  • published first ability test around intelligence
  • although original test devised by Binet was to identify children who needed additional academic assistance, soon became a test to identify the ‘feeble minded’
17
Q

british ability scales 3

A
  • example of a psychometric test
  • child’s verbal, non-verbal & spatial abilities
  • overall cog ability = combining these scores = general conceptual ability (GCA)
  • percentile figure indicates where a child’s score stands in relation
18
Q

how psychometrics may be judged by a scientific standard

A
  • reliability
  • validity
  • standardisation
  • freedom from bias
19
Q

assumptions made about intelligence & intelligence tests

A
  • intelligence is static
  • precisely measured
  • essential intelligence can be expressed with a single number or with several numbers
  • purpose of this test is to allow society to identify & promote the best & brightest among us
20
Q

explanatory & predictive power of intelligence tests - problematic constructions over time

A
  • 1947: 16% disagreed with the statement that intelligence tests are better than ordinary examinations for finding out about the brains a person was born with, in 1973 this was 27%
  • 1947: 22% disagreed with the statement that the concept of intelligence will find the right person for the job, in 1973 this was 41%
  • 1947: 41% disagreed with the statement that is a child’s intelligence is measured between the ages of 8 & 10, we can get an idea of how intelligent they are when grown-up, in 1973 this was 52%

shipston & burt (1973), flugel (1947)

21
Q

theoretical scepticism around measurements of intelligence

A

how can a single construct such as IQ predict progress in literacy & numeracy?

alloway & alloway (2015)

21
Q

practical scepticism around measurements of intelligence

A

how can norm-based measures of intelligence help teachers to plan & adapt teaching?

freeman & miller (2001)

21
Q

moral scepticism around measurements of intelligence

A

could the measurement of intelligence be inequitable in its treatment of children who have had access to limited learning opportunities during early childhood?

scarr (1984)

22
Q

ideological scepticism around measurements of intelligence

A

have some of the interpretations following intelligence testing been used in racist ways?

mackintosh (2007)

23
Q

pedagogical scepticism around measurements of intelligence

A

would a concept of a child having a fixed level of ability discourage teachers from trying to develop untapped potential

adey et al. (2007)

24
Q

vygotsky

A
  • human dev is a social mediated process in which children acquire their cultural values, beliefs, problem solving strategies through collaborative dialogues with more knowledgeable members of society
  • community plays a central role in making meaning
  • infants born with basic abilities for intellectual dev called ‘elementary mental functions’
  • social interaction which promotes cooperative or collaborative dialogue promotes cog dev
  • those working with a more knowledgeable other may show greater understanding & improvement than those working alone
25
Q

what did cline et al. (2023) say about vygotsky’s theory

A
  • how the culture where a person is brought up in influences the course of their development
  • culture as a way to describe the customs of a particular people at a particular time - learned traditions including their habitual ways of thinking, feeling & behaving
  • speech had role of containing & transmitting culture
  • culture has key formative role in development (transmitted through social interaction & speech)
  • language development may be helpful in trying to understand how these early developments lay foundation for effective communication in schools
26
Q

dynamic assessment & link to scaffolding

A
  • teaching from a skilled other can create buds of development
  • wood et al. (1976)
  • diff types of scaffolds - some may do better with visual cues, others do better with verbal cues
27
Q

freernan & miller (2001) on assessment paradigms

A
  • 125 teachers in west midlands
  • curriculum-based assessments rated as most useful for understanding children’s needs & abilities & for planning teaching responses
  • felt they new little about dynamic assessment but were interested
28
Q

making decisions about assessment

A
  • what is the rationale - is it to advocate for child & their education?#
  • what is the most appropriate procedure which will facilitate the voice of the CYP?
  • what theories & ev underpin the practice?
  • how will the assessment take account of the child in diff contexts over time, & build upon multi-agency & staged intervention?
  • how will the assessment build upon the child’s strengths?
  • how will the assessment be used to develop the learning and community context?
29
Q

is intelligence ‘a thing’ and how fixed is it?

A
  • how might constructions around ability be perceived to change over time and culture?
  • what role might motivation, engagement & experience play in relation to performance? (Dweck, 1999)
  • what are some important social & political factors that should be considered when assessing children’s achievements more generally?

concept of growth mindset & motivation

30
Q

assessment over time and in a range of contexts

A
  • formative assessment that informs learning
  • contextualised and collaborative
  • child at the centre
  • practice is ethical - to do good and to do no harm
  • reflective
  • take into account demographics
  • talk with staff, child, parents
  • create an ind story as to why they are behaving that way
  • 4 principles: honest, fair, do good, no harm

Educational psychology (9 decks)

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