Assessing Learning Skills and Work Habits: What Do Report Card Data Tell Us?

Autor/inn/en	Merchant, Stefan Denis; Klinger, Don; Kirby, John
Titel	Assessing Learning Skills and Work Habits: What Do Report Card Data Tell Us?
Quelle	In: Canadian Journal of Education, 45 (2022) 3, S.670-702 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0380-2361
Schlagwörter	Foreign Countries; Grade 9; Grade 12; Report Cards; Data; Learning; Academic Achievement; Standardized Tests; Study Habits; Gender Differences; Scores; Secondary School Teachers; Secondary School Students; Cooperation; Independent Study; Self Motivation; Self Control; Responsibility; Organization; Canada + Suchen Sie Ihr Suchwort? Ausland; School year 09; 9. Schuljahr; Schuljahr 09; School year 12; 12. Schuljahr; Schuljahr 12; Berichtszeugnis; Daten; Lernen; Schulleistung; Standadised tests; Standardisierter Test; Study behavior; Study behaviour; Studienverhalten; Geschlechterkonflikt; Sekundarschüler; Co-operation; Kooperation; Selbststudium; Selbstbeherrschung; Verantwortungsübernahme; Zuständigkeit; Organisation; Organisationsstruktur; Kanada
Abstract	Many school systems ask teachers to assess and report upon aspects of student performance beyond academic achievement. In Ontario, K-12 teachers assess a common set of six Learning Skills and Work Habits. How well teachers are able to undertake these assessments is not well studied. This study examines Grade 9 and 12 report card data from two districts in Ontario, Canada to determine to what extent different learning skills are assessed independently of each other, and to what extent they are associated with teacher-awarded academic achievement and achievement on a standardized Grade 9 mathematics examination delivered by Ontario's Educational Quality and Accountability Office (EQAO). Results indicate that the set of six Learning Skills and Work Habits are assessed as a unitary construct. Grades on these skills have higher correlations with teacher-awarded grades than with standardized test scores. Finally, gender differences in both academic achievement and achievement on the set of skills are investigated. (As Provided).
Anmerkungen	Canadian Society for the Study of Education (CSSE). 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail: csse-scee@csse.ca; Web site: https://cje-rce.ca/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01