![]() ![]() The policy implications for national data collection and for the use of such data are considered. 1 Hi I wondered if anyone can point me in the right direction, I have a DS-7608NI-K2/8P nvr using firmware versio 4.71.005 build 220524. During the double-blind phase of the study, 10.7 of the Focalin. Given the uneven distribution of EAL pupils across the country, those schools and LEAs with high concentrations of pupils in the early stages of learning English are likely to be adversely affected in school achievement and attainment tables. 5 mg capsules (NDC 0078-0430-05) light-blue, (imprinted NVR D5) supplied in bottles of. ![]() Alternative measures which focus only on the very early stages of English proficiency, such as the QCA ‘language in common’ steps, are inadequate to assess the impact of bilingualism for all but the very earliest learners of English. We conclude that EAL is not itself a good guide to levels of attainment, and a measure of stage of English fluency is necessary to interpret associations with test performance. The negative association with attainment for the early stages of fluency remained significant after controls for a range of other pupil characteristics, including age, gender, free school meal entitlement, stage of special educational need and ethnic group, although these factors effectively explained the higher attainment of the ‘fully fluent’ group. However EAL pupils who were fully fluent in English achieved significantly higher scores in all KS2 tests than their monolingual peers. EAL pupils at the early stages (1-3) of developing fluency had significantly lower KS2 test scores in all subjects than their monolingual peers. A range of concurrent pupil background data was also collected, including whether pupils spoke English as an Additional Language (EAL) and if so their stage of fluency in English. The paper analyses the national KS2 test results for 2,300 11 year old pupils in an inner London LEA. The paper discusses some practical ways in which the different types of assessment data can be used within the secondary school. The paper argues that measures of both pupils’ general transferable learning abilities, and measures of specific curricular attainments at the end of primary school, have unique and distinct value at the start of the secondary phase. However multiple regression analyses indicated that a combination of CAT and KS2 test scores gave the best prediction of future KS3\GCSE outcomes. The CAT had significantly higher correlations with subsequent KS3 and GCSE outcomes than did KS2 test points scores. This paper describes a longitudinal analysis of a nationally representative cohort of over 80,000 pupils in England who completed both national end of Key Stage 2 (KS2) tests and the Cognitive Abilities Test (CAT) at age 11 in 1997, national end of Key Stage 3 (KS3) tests at age 14 in summer 2000 and General Certificate in Secondary Education (GCSE) and other public examinations at age 16 in summer 2002.
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |