Assessing Pupils' Skills: Implications for Research in Education

Autor/in	Morlaix, Sophie
Titel	Assessing Pupils' Skills: Implications for Research in Education
Quelle	In: Journal of Curriculum Studies, 42 (2010) 3, S.395-409 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0272
Schlagwörter	Skills; Student Evaluation; Elementary School Students; Skill Development; Foreign Countries; Educational Research; Measurement; Statistical Analysis; France + Suchen Sie Ihr Suchwort? Skill; Fertigkeit; Schulnote; Studentische Bewertung; Kompetenzentwicklung; Qualifikationsentwicklung; Ausland; Bildungsforschung; Pädagogische Forschung; Messverfahren; Statistische Analyse; Frankreich
Abstract	The subject of this article is the structure and evolution of skills developed by pupils at primary level. Starting from an analysis of the panel data provided by the French Ministry of Education, the main object of this paper is an original measurement of skills using structural models. The findings of this research raise two complementary issues. The first issue concerns the cross-curricular nature of skills suggesting a logic of disciplinary interdependence. The acquisition of a skill may be strongly correlated to the acquisition of other skills belonging to the same subject area or to other subject areas. The notion of a set of skills is used to account for the connections between the different aspects of acquired skills. The second issue concerns the evolution of skills over time. Here the aim will be to identify the kinds of skills that are the most predictive of subsequent educational success. This issue is highly relevant for educational policy-making. It is hoped that the results presented in this paper will improve one's understanding of the ways in which schools might provide pupils with the best chances of success in the earliest stages of their educational career. (Contains 1 table, 4 figures and 4 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10