title: Novice teachers developing capabilities in the constructive use of summative assessment

authors: Edwards, Frances

subjects: constructive assessment

abstract: Preservice and beginner teachers need to build and develop summative assessment knowledge and skills in order to best gauge and measure student learning, as required by the education system. It is also beneficial if they can use the information they collect through summative assessment and grading to inform pedagogical decision making. The focus of this paper is the nature and development of novice teachers’ capabilities to use summative assessment constructively. This paper reports on a study that tracked eight teachers over an 18-month period as they completed an initial teacher education program and then started working as qualified teachers. Findings describe the features of teacher beliefs and capabilities as they moved to being able to use summative assessment and grades to inform adjustments to their teaching programs in constructive ways for the benefit of their students. Fundamental beliefs about assessment, as well as careful reflection, particularly during their early teaching experiences notably influenced their approach to using summative assessment constructively.

text: Novice teachers developing capabilities in the constructive use of summative assessment Preservice and beginner teachers need to build and develop summative assessment knowledge and skills in order to best gauge and measure student learning, as required by the education system. It is also beneficial if they can use the information they collect through summative assessment and grading to inform pedagogical decision making. The focus of this paper is the nature and development of novice teachers’ capabilities to use summative assessment constructively. This paper reports on a study that tracked eight teachers over an 18-month period as they completed an initial teacher education program and then started working as qualified teachers. Findings describe the features of teacher beliefs and capabilities as they moved to being able to use summative assessment and grades to inform adjustments to their teaching programs in constructive ways for the benefit of their students. Fundamental beliefs about assessment, as well as careful reflection, particularly during their early teaching experiences notably influenced their approach to using summative assessment constructively.

year: 2022

title: Searching in a Book

authors: Liesaputra, Veronica

subjects: computer science

abstract: Information has no value unless it is accessible. With physical books, most people rely on the table of contents and subject index to find what they want. But what if they are reading a book in a digital library and have access to a full-text search tool?. 
The paper describes a search interface to Realistic Books, and investigates the influence of document format and search result presentation on information finding. We compare searching in Realistic Books with searching in HTML and PDF files, and with physical books.

text: Searching in a Book Information has no value unless it is accessible. With physical books, most people rely on the table of contents and subject index to find what they want. But what if they are reading a book in a digital library and have access to a full-text search tool?. 
The paper describes a search interface to Realistic Books, and investigates the influence of document format and search result presentation on information finding. We compare searching in Realistic Books with searching in HTML and PDF files, and with physical books.

year: 2009

title: Pushing the process: A whānau journey through the Treaty of Waitangi claims process

authors: Harrison, Reece David

subjects: Whanau Claims

abstract: This thesis follows the journey of a Whānau (ngā uri a Arama Whakatau) in its Claim to the Waitangi Tribunal under the Treaty of Waitangi Act 1986. In particular, it looks at inter-Whānau dynamics before, during and after the Claims process. The connections to the claimant area through whakapapa and establishing ahi kaa rights are identified, as are problems faced by lodging a Claim at the Whānau level. Aspects of inter-Whānau, inter-Hapū and inter-iwi politics are considered along with Crown agencies' processes. The primary question posed in the thesis is whether a Whānau Claim is the more appropriate avenue compared to making a Claim through the Hapū or iwi. However, the inter-Whānau dynamics are the core focus of the thesis in this 'warts-and-all' discussion from the perspective of the participant-observer.

text: Pushing the process: A whānau journey through the Treaty of Waitangi claims process This thesis follows the journey of a Whānau (ngā uri a Arama Whakatau) in its Claim to the Waitangi Tribunal under the Treaty of Waitangi Act 1986. In particular, it looks at inter-Whānau dynamics before, during and after the Claims process. The connections to the claimant area through whakapapa and establishing ahi kaa rights are identified, as are problems faced by lodging a Claim at the Whānau level. Aspects of inter-Whānau, inter-Hapū and inter-iwi politics are considered along with Crown agencies' processes. The primary question posed in the thesis is whether a Whānau Claim is the more appropriate avenue compared to making a Claim through the Hapū or iwi. However, the inter-Whānau dynamics are the core focus of the thesis in this 'warts-and-all' discussion from the perspective of the participant-observer.

year: 2007