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: Implicit and explicit attitudes and beliefs towards male and female leaders in New Zealand organizations

authors: Roopra, Tara Kaur

subjects: Leadership

abstract: This research aims to present insight into current gender leader beliefs, in New Zealand. In particular the research design supported the inclusion of both implicit and explicit measures of gender leader beliefs, in order to analyse the difference between what we say (explicit) and what we believe (implicit). The study quantified the implicit and explicit beliefs and attitudes towards leaders in New Zealand organizations based on leader gender, in addition to, examining the relationship between the responses to these measures. Furthermore, this study sought to understand how current women leaders influence employee’s implicit gender leader beliefs. That is, it assessed whether organizational factors, such as, direct report’s gender and organizational leadership profile, have the potential to influence implicit gender leader beliefs. To achieve this the study utilised an online version of the Gender Leader Implicit Association Test (GL-IAT) and a series of questionnaires.
 
	Participants were recruited from organizations across New Zealand via an online survey sent to a number of organizations including both private and public organizations (e.g., AUT, Bell Gully, Russell McVeagh, Free FM, Bay of Plenty DHB, Hawkes Bay DHB, TompkinsWake, the University of Waikato). 552 valid participants responded (male = 26.4%, female = 73.6%), with the majority working full time (42.2%). Both implicit and explicit measures were subject to SSPS analysis etc.

	A variation of Implicit Association Test (IAT), the GL-IAT, which measures people’s unconscious beliefs towards males and females as leaders (Dasgupta & Asgari, 2004) was used to assess implicit gender leader beliefs. The IAT records response times pairing target categories (e.g., “Josh” and “Emily”) with attribute labels (e.g., “Leader” and “Supporter”). Faster responses indicate the target category and attribute label are highly implicitly associated, whereas slower responses indicate the target category and attribute label are less implicitly associated (Greenwald, Nosek, & Banaji, 2003). Three surveys that explicitly measure gender equality beliefs and attitudes, the Gender Equality Scale (GEAS) (Houkamau & Boxall, 2011), Women as Managers Scale (WAMS) (Peters, Terborg, & Taynor, 1974), and the Gender Leader Index  (GLI) (Rudman & Kilianski, 2000), were used to measure explicit beliefs and attitudes regarding men and women as leaders. 

	The research demonstrated that, despite self-reporting explicitly positive attitudes towards leaders, our implicitly held stereotypes associate men with leaders, more so than women, and women with supporters, more so than men. Surprisingly, female direct reports or saturation of female senior leaders were not found to influence follower’s implicit gender bias, it is likely that the more that females are accepted into leadership roles, the easier it will become for women pursuing and performing leadership roles. The results of this study emphasise, to practitioners, Human Resource (HR) managers and researchers, that the scarcity of women within leadership may be, at least in part, due to implicitly held stereotypes, that disassociate women from leaders, and therefore implicit gender bias needs to be recognised within New Zealand organizations as a real barrier to women’s progression. Efforts to reduce the impact of implicit bias should be undertaken.

text: Implicit and explicit attitudes and beliefs towards male and female leaders in New Zealand organizations This research aims to present insight into current gender leader beliefs, in New Zealand. In particular the research design supported the inclusion of both implicit and explicit measures of gender leader beliefs, in order to analyse the difference between what we say (explicit) and what we believe (implicit). The study quantified the implicit and explicit beliefs and attitudes towards leaders in New Zealand organizations based on leader gender, in addition to, examining the relationship between the responses to these measures. Furthermore, this study sought to understand how current women leaders influence employee’s implicit gender leader beliefs. That is, it assessed whether organizational factors, such as, direct report’s gender and organizational leadership profile, have the potential to influence implicit gender leader beliefs. To achieve this the study utilised an online version of the Gender Leader Implicit Association Test (GL-IAT) and a series of questionnaires.
 
	Participants were recruited from organizations across New Zealand via an online survey sent to a number of organizations including both private and public organizations (e.g., AUT, Bell Gully, Russell McVeagh, Free FM, Bay of Plenty DHB, Hawkes Bay DHB, TompkinsWake, the University of Waikato). 552 valid participants responded (male = 26.4%, female = 73.6%), with the majority working full time (42.2%). Both implicit and explicit measures were subject to SSPS analysis etc.

	A variation of Implicit Association Test (IAT), the GL-IAT, which measures people’s unconscious beliefs towards males and females as leaders (Dasgupta & Asgari, 2004) was used to assess implicit gender leader beliefs. The IAT records response times pairing target categories (e.g., “Josh” and “Emily”) with attribute labels (e.g., “Leader” and “Supporter”). Faster responses indicate the target category and attribute label are highly implicitly associated, whereas slower responses indicate the target category and attribute label are less implicitly associated (Greenwald, Nosek, & Banaji, 2003). Three surveys that explicitly measure gender equality beliefs and attitudes, the Gender Equality Scale (GEAS) (Houkamau & Boxall, 2011), Women as Managers Scale (WAMS) (Peters, Terborg, & Taynor, 1974), and the Gender Leader Index  (GLI) (Rudman & Kilianski, 2000), were used to measure explicit beliefs and attitudes regarding men and women as leaders. 

	The research demonstrated that, despite self-reporting explicitly positive attitudes towards leaders, our implicitly held stereotypes associate men with leaders, more so than women, and women with supporters, more so than men. Surprisingly, female direct reports or saturation of female senior leaders were not found to influence follower’s implicit gender bias, it is likely that the more that females are accepted into leadership roles, the easier it will become for women pursuing and performing leadership roles. The results of this study emphasise, to practitioners, Human Resource (HR) managers and researchers, that the scarcity of women within leadership may be, at least in part, due to implicitly held stereotypes, that disassociate women from leaders, and therefore implicit gender bias needs to be recognised within New Zealand organizations as a real barrier to women’s progression. Efforts to reduce the impact of implicit bias should be undertaken.

year: 2017

title: Ngōku whakaaro – hei maumaharatanga. Maori women facial adornment: A mark of remembrance

authors: Nikora, Linda Waimarie

abstract: To honour the life and memory of the late Te Arikinui Te Atairangikaahu, and the elevation of her son King Tuheitia, a group of women from Tainui iwi under took the process of taking moko kauae - of colouring their chins with traditional patterns. The adornment process took place at Turangawaewae marae with family, friends, elders, and grandchildren. In this presentation we will talk about the journey of these women to prepare themselves for their transformations, the process they went through, and their lives since. We will also consider how their decision also meant exposure to outside opinion, the associated risks of objectification, “image-snatching”, and cultural and intellectual property issues.

text: Ngōku whakaaro – hei maumaharatanga. Maori women facial adornment: A mark of remembrance To honour the life and memory of the late Te Arikinui Te Atairangikaahu, and the elevation of her son King Tuheitia, a group of women from Tainui iwi under took the process of taking moko kauae - of colouring their chins with traditional patterns. The adornment process took place at Turangawaewae marae with family, friends, elders, and grandchildren. In this presentation we will talk about the journey of these women to prepare themselves for their transformations, the process they went through, and their lives since. We will also consider how their decision also meant exposure to outside opinion, the associated risks of objectification, “image-snatching”, and cultural and intellectual property issues.

year: 2008