Student voice: Student feelings as they journey through National Assessment (NAPLAN)

Swain, Katharine; Pendergast, Donna

doi:10.1177/0004944118779602

Cited by 11 publications

(6 citation statements)

References 17 publications

(29 reference statements)

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“…This is important, as the field of educational practice tends to favour silver bullet solutions for literacy concerns, despite research such as this paper demonstrating the diverse causation behind the issues faced by SLLs. Contemporary policymakers in Australia and England favour increased screening and high-stakes testing as ways of solving literacy issues in schools (Marshall 2017;Swain and Pendergast 2018), though such methods of measurement do not in themselves lead to improvement for students, just as "weighing a pig does not make it fatter", and such tests can be ineffective in forming appropriate intervention for struggling students (Glazzard 2017). SLLs in the secondary context may not have a learning difficulty or disability, though this diagnosis is essential to secure supportive funding, at least in the public schooling system in Australia (Australian Government 2019).…”

Section: Discussionmentioning

confidence: 99%

“Fallen through the cracks”: Teachers’ perceptions of barriers faced by struggling literacy learners in secondary school

Merga

2019

English in Education

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Struggling literacy learners are typically low achievers with poor engagement in literacy learning, and the gap between struggling and capable students widens as children move through the years of schooling. Literacy research and interventions for struggling literacy learners typically focus on the primary school years. The 2019 Supporting Struggling Secondary Literacy Learners mixedmethods project collected qualitative data on teacher perceptions of the barriers experienced by their struggling literacy learners in Australian mainstream secondary English classrooms. Recurring barriers included literacy skill gaps and English as an additional language status, absenteeism, home factors, student attitudes and engagement, school and systems factors, and learning difficulties and disabilities influencing learning. This project found high agreement with diverse individual and group level barriers, and diverse learner barriers were negatively associated with perceived adequacy of time to meet the needs of struggling literacy learners.

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Section: Discussionmentioning

confidence: 99%

“Fallen through the cracks”: Teachers’ perceptions of barriers faced by struggling literacy learners in secondary school

Merga

2019

English in Education

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“…Fitzgerald et al, 2017) and students feel pressurised to perform in high‐stakes assessments (e.g. Swain & Prendergast, 2018). While these are of course valid concerns in the debate on learning in STEM, our focus in this article is concerned with analogies used to describe learning and the associated philosophical and epistemological perspectives on the practice of teaching and learning in the STEM classroom.…”

Section: An Adaptive Emergent Frameworkmentioning

confidence: 99%

(Re)framing a philosophical and epistemological framework for teaching and learning in STEM: Emerging pedagogies for complexity

Delahunty

Kimbell

2021

British Educational Res J

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Today’s learners are engaging in study where access to knowledge is easier than it ever has been in human history. Rapid advancement of technology and the increasing ease with which communication and interaction can occur has dramatically changed the landscape in which teachers of science, technology, engineering and mathematics (STEM) operate. The contemporary skills that students are required to possess include inter alia problem solving, creativity, teamwork abilities, communication skills and emotional intelligence. Despite the universal acceptance of their importance, these skills are commonly cited as underdeveloped and in addition, are still accompanied by outmoded ‘traditional’ forms of teaching and assessment. While the approaches of twentieth‐century education were successful in developing knowledge stores, the ubiquity of access to knowledge—coupled with the constantly changing nature of the world today—requires alternative conceptions of teaching and learning. This article focuses primarily on an exploration of learning metaphors and teaching with the overall lens of creating self‐regulated and furthermore, self‐determined learners. The article begins with an exploration of learning in STEM education and a critique of the pedagogical perspective, discussing why this epistemology may be insufficient for contemporary STEM learning. The article then considers an alternative and potentially more contemporary notion; the emergent pedagogic space. The article presents a theoretical model to conceptualise learning in STEM education, with the goal of informing both practice and research. The realisation of this proposed emergent pedagogical space is explored through an applied case study from a design and technology context.

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“…Figure7: What did students learn in the process? Black (2002), Gipps (2003), Wyatt-Smith andCumming (2009), King (2016), Carless (2017) and Swain and Pendergast (2018) all express the importance of assessment in learning new things in their studies. Researchers think that assessment should help to learn instead of just measuring the amount of learning.…”

Section: New Items That Students Learnt In the Processmentioning

confidence: 99%

Students Perceptions of Homework as a Formal Assessment Method

Mutlu

2021

International E-Journal of Educational Studies

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Whether it is formative or summative, an assessment which is explained in Oxford Advanced Learner's Dictionary (2015) as "an opinion or judgement about sb/sth that has been thought about" (p.75) plays a significant role in completing the language education process because of its ability to provide feedback. Choosing the right assessment method is crucial for language teachers since most classical assignments create anxiety and make the process problematic for the students. Whether the classical assignments evaluate the students' knowledge, or they understand that their grammar level for a definite time is another discrepancy to clarify. By taking into consideration those, this qualitative study focuses on the problems of classical exams and tries to reveal how beneficial and desirable can a difficult homework be as a formal assessment method. An unstructured interview form was used to collect data from 40 prep-class students who were selected using a convenience sampling method to understand their perceptions about homework as a formal assessment method. Results showed that although 32 of those students had difficulties while preparing the homework, most of them liked the process as well and think that this kind of homework is more beneficial than classical exams. Moreover, more than half of the participants' desire to have such homework instead of classical exams despite homework's difficulties, and they also express that this homework increased their language knowledge.

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Student voice: Student feelings as they journey through National Assessment (NAPLAN)

Cited by 11 publications

References 17 publications

“Fallen through the cracks”: Teachers’ perceptions of barriers faced by struggling literacy learners in secondary school

“Fallen through the cracks”: Teachers’ perceptions of barriers faced by struggling literacy learners in secondary school

(Re)framing a philosophical and epistemological framework for teaching and learning in STEM: Emerging pedagogies for complexity

Students Perceptions of Homework as a Formal Assessment Method

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