title: Why students answer TIMSS science test items the way they do

authors: Harlow, Ann

subjects: elementary science

abstract: The purpose of this study was to explore how Year 8 students answered Third International Mathematics and Science Study (TIMSS) questions and whether the test questions represented the scientific understanding of these students. One hundred and seventy-seven students were tested using written test questions taken from the science test used in the Third International Mathematics and Science Study. The degree to which a sample of 38 children represented their understanding of the topics in a written test compared to the level of understanding that could be elicited by an interview is presented in this paper. In exploring student responses in the interview situation this study hoped to gain some insight into the science knowledge that students held and whether or not the test items had been able to elicit this knowledge successfully. We question the usefulness and quality of data from large-scale summative assessments on their own to represent student scientific understanding and conclude that large scale written test items, such as TIMSS, on their own are not a valid way of exploring students' understanding of scientific concepts. Considerable caution is therefore needed in exploiting the outcomes of international achievement testing when considering educational policy changes or using TIMSS data on their own to represent student understanding.

text: Why students answer TIMSS science test items the way they do The purpose of this study was to explore how Year 8 students answered Third International Mathematics and Science Study (TIMSS) questions and whether the test questions represented the scientific understanding of these students. One hundred and seventy-seven students were tested using written test questions taken from the science test used in the Third International Mathematics and Science Study. The degree to which a sample of 38 children represented their understanding of the topics in a written test compared to the level of understanding that could be elicited by an interview is presented in this paper. In exploring student responses in the interview situation this study hoped to gain some insight into the science knowledge that students held and whether or not the test items had been able to elicit this knowledge successfully. We question the usefulness and quality of data from large-scale summative assessments on their own to represent student scientific understanding and conclude that large scale written test items, such as TIMSS, on their own are not a valid way of exploring students' understanding of scientific concepts. Considerable caution is therefore needed in exploiting the outcomes of international achievement testing when considering educational policy changes or using TIMSS data on their own to represent student understanding.

year: 2004

title: Anxieties of knowing: Academic pathologies, critical philosophy and the culture of the academic self

authors: Peters, Michael A.

subjects: academic pathologies

abstract: This exploratory paper coins the term "academic pathologies" to discuss in a critical approach the culture of the academic self focusing on what is called "anxieties of knowledge". The paper plays with these themes in reference to the work of Kierkegaard, the American film director Woody Allen, and Jacques Derrida. This topic and paper has eluded me over the years as I tried to gapple with various formulations. The paper that follows the history of my failed attempts is an exercise in self-therapy, confession and self-examination about my continuing inability to produce this paper.

text: Anxieties of knowing: Academic pathologies, critical philosophy and the culture of the academic self This exploratory paper coins the term "academic pathologies" to discuss in a critical approach the culture of the academic self focusing on what is called "anxieties of knowledge". The paper plays with these themes in reference to the work of Kierkegaard, the American film director Woody Allen, and Jacques Derrida. This topic and paper has eluded me over the years as I tried to gapple with various formulations. The paper that follows the history of my failed attempts is an exercise in self-therapy, confession and self-examination about my continuing inability to produce this paper.

year: 2014

title: Te Mata Ono. E tipu atu te kūmara, e ohu mai te anuhe

authors: Pēwhairangi, Te Aorere Tūwhakairiora

subjects: Māori television

abstract: Mai anō, mai anō kua whakapaoho te iwi Māori, tīmata mai ai i te mahi whaikōrero, i te mahi karanga, i te mahi taonga puoro, i te mahi toi, me te mahi waiata. Ko ngā mahi nei he huarahi tuku karere i tētahi takitahi, takitini rānei ki tētahi takitahi, takitini rānei. Mā ēnei mahi e whakawhitiwhiti mōhiohio ai te tangata. Nō te taitanga mai a te Pākehā kua whai huarahi whakapaoho atu anō te iwi Māori i ō rātau mōhiohio, tīmata ana mai i ngā niu pepa, eke ana rā ki ngā reo irirangi, tae noa mai ki te pouaka whakaata me te ipurangi. Ko te rangahautanga nei ka titiro ki tētahi o ngā huarahi mātāmuri e whakapaohotia ai ngā mōhiohio a te Māori, arā te pouaka whakaata. Ka arotaketia ngā mahi tuari mōhiohio a te whare waihanga hōtaka pouaka whakaata nei a Whakaata Māori mā tētahi anga tātai e kīia nei ko Te Mata Ono.

I ngā tau 15 kua pahure ake nei ehara i te mea kua tū a Whakaata Māori hai kaitohatoha mōhiohio Māori, engari hai kaiwhakarauora hoki i te reo Māori me ngā tikanga Māori. I te tuhinga roa nei ka tirohia ngā huarahi taketake me ngā huarahi hōu o te whakapaoho i ngā mōhiohio o te tangata mā roto i a Whakaata Māori. Mā te whakauruuru i ngā huarahi e rua nei e whakahōuhia ai te ara, e whakapaoho Māoritia ai hoki ngā hōtaka o te wā. 

E ono katoa ngā āhuatanga o te anga e kōrerotia nei. Ko te tuhinga roa nei he haurua o te anga. Nā ngā ture ā-kupu o te tohu paerua nei, ka rangahaua rētōtia e a au ngā wāhanga e toru o te ono e kīia nei ko Te Mata Ako, Te Mata Tikanga, Te Mata Iwi anō hoki. E tuhia ana hoki tētahi atu tuhinga roa i te wā nei e Kimiora Kaire-Melbourne. Kai te titiro ia ki ērā atu wāhanga e toru o te anga, Te Mata Māori, Te Mata Pākehā me Te Mata ō-Tua. Hai te mutunga o ngā tuhinga roa e rua nei, ka whakapiria ai ngā āhuatanga e ono kia waihanga pūmautia ai te anga tātari o Te Mata Ono. Ka piri ana te anga tātari ko te whāinga kia whakahāngaitia ai ki a Whakaata Māori hai tautoko, hai hāpai, hai ārahi hoki i te teihanga ki ngā rā kai te heke mai.

text: Te Mata Ono. E tipu atu te kūmara, e ohu mai te anuhe Mai anō, mai anō kua whakapaoho te iwi Māori, tīmata mai ai i te mahi whaikōrero, i te mahi karanga, i te mahi taonga puoro, i te mahi toi, me te mahi waiata. Ko ngā mahi nei he huarahi tuku karere i tētahi takitahi, takitini rānei ki tētahi takitahi, takitini rānei. Mā ēnei mahi e whakawhitiwhiti mōhiohio ai te tangata. Nō te taitanga mai a te Pākehā kua whai huarahi whakapaoho atu anō te iwi Māori i ō rātau mōhiohio, tīmata ana mai i ngā niu pepa, eke ana rā ki ngā reo irirangi, tae noa mai ki te pouaka whakaata me te ipurangi. Ko te rangahautanga nei ka titiro ki tētahi o ngā huarahi mātāmuri e whakapaohotia ai ngā mōhiohio a te Māori, arā te pouaka whakaata. Ka arotaketia ngā mahi tuari mōhiohio a te whare waihanga hōtaka pouaka whakaata nei a Whakaata Māori mā tētahi anga tātai e kīia nei ko Te Mata Ono.

I ngā tau 15 kua pahure ake nei ehara i te mea kua tū a Whakaata Māori hai kaitohatoha mōhiohio Māori, engari hai kaiwhakarauora hoki i te reo Māori me ngā tikanga Māori. I te tuhinga roa nei ka tirohia ngā huarahi taketake me ngā huarahi hōu o te whakapaoho i ngā mōhiohio o te tangata mā roto i a Whakaata Māori. Mā te whakauruuru i ngā huarahi e rua nei e whakahōuhia ai te ara, e whakapaoho Māoritia ai hoki ngā hōtaka o te wā. 

E ono katoa ngā āhuatanga o te anga e kōrerotia nei. Ko te tuhinga roa nei he haurua o te anga. Nā ngā ture ā-kupu o te tohu paerua nei, ka rangahaua rētōtia e a au ngā wāhanga e toru o te ono e kīia nei ko Te Mata Ako, Te Mata Tikanga, Te Mata Iwi anō hoki. E tuhia ana hoki tētahi atu tuhinga roa i te wā nei e Kimiora Kaire-Melbourne. Kai te titiro ia ki ērā atu wāhanga e toru o te anga, Te Mata Māori, Te Mata Pākehā me Te Mata ō-Tua. Hai te mutunga o ngā tuhinga roa e rua nei, ka whakapiria ai ngā āhuatanga e ono kia waihanga pūmautia ai te anga tātari o Te Mata Ono. Ka piri ana te anga tātari ko te whāinga kia whakahāngaitia ai ki a Whakaata Māori hai tautoko, hai hāpai, hai ārahi hoki i te teihanga ki ngā rā kai te heke mai.

year: 2019