Diane Shorrocks-Taylor

Making it clear: a review of language issues in testing with special reference to the National Curriculum mathematics tests at key stage 2

Summary The advent of high‐stakes national testing in England and Wales raises important questions about the nature and demands of the assessments in the core subjects and the validity and reliability of the test instruments. In a situation of independently completed, pencil‐and‐paper tests, the language used in the test questions becomes especially important, particularly in mathematics. The mathematics tests for 11‐year‐olds have been criticized for the vocabulary and the language used, yet there is very little research evidence about the precise issues surrounding the use of language in test contexts. This paper sets out a framework for beginning to analyse the problem, reviewing the literature and raising more focused questions. In particular, the emphasis is on the layout of the test questions, the vocabulary and language structures used, the role of illustrations and measuring the readability of the text. In conclusion, proposals are made for future lines of research in order to extend our understan...

Challenging minds? Students’ perceptions of computer-based World Class Tests of problem solving

World Class Arena is a British government initiative to assess and develop the skills of gifted and talented children. Part of the strategy is to use computer-based tests. Students attempt tasks that require them to engage in higher-order problem solving, often in interactive, realistic, contexts. This study reports observations and interviews in schools. Students found tasks engaging and motivating, despite the unfamiliarity of the problem types and the challenging nature of the items. Students had no problems working with computers. They were sometimes distracted by attractive graphics, and sometimes used poor heuristics when attempting tasks. The study provides evidence that a computer environment can provide new ways to assess the problem solving skills of highly able students.

Computer or Paper? That Is the Question: Does the Medium in Which Assessment Questions Are Presented Affect Children's Performance in Mathematics?.

This paper reports on the results of a study of English children’s performance on a computer mathematics assessment compared with a pencil-and-paper assessment. Two matched samples of children were each assessed on one of two mathematics pencil-and-paper tests and assessed a month later on a cloned computer test. The performance scores were better on the computer tests than on the pencil-and-paper tests, although this was not statistically significant in every case. The paper goes on to discuss some of the differences between performance and approach to the question between the two media, and explores possible reasons for these differences. In conclusion, the computer tests were found to have an overall positive effect on children’s performance, although not for every child and, in some instances, the computer assessment limited the way in which a question could be answered.

Children's Strategies with Number Patterns

Summary Pattern and generalisation are both thought to be fundamental to mathematics and are therefore important in mathematics education. This study investigates how children throughout the junior age range generalise about number patterns and the cognitive processes involved in this. The data were collected from 315 children aged between 7 and 11 years, by means of a workbook which gave children the opportunity to work with different types of pattern within different tasks. Analysis of the data revealed the different types of generalisation made by the children and the different cognitive processes which seemed to be involved. This paper examines specifically the strategies children use when they make generalisations about individual number patterns and briefly discusses how these vary across year groups.

Measuring the Language Demands of Mathematics Tests: The case of the statutory tests for 11-year-olds in England and Wales

The study reported here investigates various methods for measuring the readability of the language of mathematics test questions used in the national testing programme for 11-year-olds in England and Wales. It is argued that the language used in the questions has a direct influence on test validity. It explores the use of Kanes Formula II and other selected formulae: Dale-Chall, Flesch, FOG and Frys adaptation of his 1977 formula. These outcomes are compared with an assessment of the reading difficulty of the questions as judged by experienced primary mathematics teachers. The results indicate high levels of agreement between all the formal measures used, but very little agreement between the formal measures and the judgements of teachers. Individual questions are analysed to highlight some of the discrepancies. The conclusion is that there is currently no satisfactory way of measuring the ease or difficulty of the language of mathematics test questions and that further research is urgently needed.

National Curriculum Mathematics Tests in England at Key Stage 2: Weights and measures?

This paper reports on a series of statistical analyses carried out on some of the National Curriculum tests in mathematics for 11-year-olds in England. In England all 7-, 11- and 14-year-olds are tested in English, mathematics and science (11- and 14-year-olds only). The tests for 11-year-olds are very high stakes, in that the results are published in a school-by-school basis in newspapers etc. The analyses were prompted by the suggestion (from governmental organisations) that the balance of the curriculum content in the mathematics tests should be changed to accommodate better the require ments of the government-initiated National Numeracy Strategy. The analyses were carried out on two datasets, involving nationally representative samples of 11-year-old pupils. The analyses reveal some interesting patterns of change in the overall outcomes when Handling Data questions were statistically replaced by Number items of various kinds and also some interesting changes at the individual level, which could potentially affect the Level outcomes of a significant number of children nationally. However, the final conclusion reached is that, given an appropriately sized and structured pool of items across the curriculum content areas, tests can be constructed which are of an appropriate level of difficulty and discrimination power and which still allow year-on-year calibration of the national standards in mathematics.

Trends in the Early Admission of Children to School: Appropriate or Expedient?.

Summary Despite having one of the lowest statutory ages for admission to school in Europe and the USA, there is a continuing trend in the UK towards earlier admission to school from four years. The twin effects of supply and demand for full‐time places in schools for younger children appear to have contrived to bring about this situation. The provision of appropriate conditions for these four‐year‐olds in infant classes appears to have received a rather low priority in many local education authorities (LEAs) although the situation appears to be an improvement over previous years. These failures to provide are the consequences of a combination of government, LEA and school governor decisions.

Evaluation of an Initiative to Raise Reading Attainment in Key Stage One National Tests

Abstract An intervention is described which had the twofold aims of increasing the literacy teaching skills of teachers and raising the achievement in Key Stage 1 national tests of selected groups of Year 2 children. The theoretical framework for the intervention is discussed. The training course for and delivery and success of the intervention are evaluated. The training course was valued highly by the participants, there was evidence that what teachers learned was put into practice and the intervention was judged to be successful since the outcomes for the children were higher than anticipated. The evaluation of in-service training is discussed in general.