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A failure at 6? Data-driven assessment isn’t helping young children’s learning

<p>Children’s <a href="https://www.education.vic.gov.au/Documents/childhood/providers/edcare/veyldframework.pdf">early years</a> from birth to the age of eight are crucial for their social, emotional and intellectual development. However, early years education in Australia is fragmented. It operates across two spaces, the pre-compulsory period, often called early childhood education, and the first three years of compulsory schooling.</p> <p>In recent times the focus in these three years has been on assessment that produces numerical data. Teachers need to demonstrate children are meeting standards.</p> <p>In contrast, in the pre-compulsory years the focus is on observing and interacting with the child. Practices are based on the belief that all children have agency and are capable learners.</p> <p>A chasm has opened up between these <a href="https://www.routledge.com/Early-Childhood-and-Compulsory-Education-Reconceptualising-the-relationship/Moss/p/book/9780415687744">separate education systems</a>. Children go from playing to being tested in the blink of an eye. This abrupt change in young children’s education is problematic.</p> <h2>What does research tell us about the early years?</h2> <p>A <a href="https://research-repository.griffith.edu.au/bitstream/handle/10072/391647/Dunn356707Accepted.pdf?sequence=2&amp;isAllowed=y">2015 review</a> of research on best practices in the early years identified key factors in successful teaching and learning. The review noted the importance of:</p> <ul> <li> <p>a smooth transition between pre-school education and compulsory school education</p> </li> <li> <p>play-based learning</p> </li> <li> <p>seeing children as capable and having agency in their learning</p> </li> <li> <p><a href="https://www.education.vic.gov.au/school/teachers/teachingresources/discipline/english/literacy/speakinglistening/Pages/teachingpracdialogic.aspx">dialogic interactions</a> involving <a href="https://earlychildhood.qld.gov.au/earlyYears/Documents/language-dialogic-in-action.pdf">rich discussions</a> between children and between children and teachers.</p> </li> </ul> <p>Australia has introduced a mandated curriculum and a national assessment program in primary schools. The review noted this meant many early years teachers have adopted a more formalised and narrow approach to learning in schools. It isn’t appropriate for young children.</p> <p>We can see the resulting <a href="https://researchnow.flinders.edu.au/en/publications/where-are-the-early-years-of-school-in-contemporary-early-childho">divide between non-compulsory and compulsory</a> early years education in Victoria. On the one hand, teachers need to acknowledge the needs of children from birth to eight years. On the other hand, for those between the ages of five and 12, the <a href="https://victoriancurriculum.vcaa.vic.edu.au/">Victorian Curriculum</a> requires teachers to assess and report against curriculum standards.</p> <p>The focus on formal assessment and numerical data in the early years of schooling means children as young as six can be labelled as failing. In countries like Finland and Singapore, which have been <a href="https://www.oecd.org/pisa/pisaproducts/strongperformers/">identified</a> as <a href="http://timssandpirls.bc.edu/pirls2016/international-results/pirls/student-achievement/pirls-achievement-results/">high-performing</a>, children do not even <a href="https://expatchild.com/school-starting-ages-around-world/">begin formal schooling</a> before the age of six or seven.</p> <p><iframe src="https://data.worldbank.org/share/widget?indicators=SE.PRM.AGES&amp;type=shaded&amp;view=map" width="100%" height="380" frameborder="0" scrolling="no"></iframe></p> <p><a href="https://journals.sagepub.com/doi/pdf/10.2304/ciec.2014.15.2.185">One study</a> has described the early years in countries like the United Kingdom, America and Australia as being at the mercy of top-down policy development, leading to “a highly prescriptive and assessment-driven early years climate”. <a href="https://www.routledge.com/The-Datafication-of-Primary-and-Early-Years-Education-Playing-with-Numbers/Bradbury-Roberts-Holmes/p/book/9781138242173">UK researchers</a> have identified the “datafication” of early years education and its impacts on children and teachers. And <a href="https://researchoutput.csu.edu.au/en/publications/a-sociological-analysis-of-australias-naplan-and-my-school-senate">Australian researchers</a> used the term “adultification” to describe the unrealistic expectations placed on young children.</p> <h2>So what happens in our schools?</h2> <p>My doctoral <a href="https://minerva-access.unimelb.edu.au/handle/11343/268186">research</a> found “datafication” and “adultification” defined the early years of schooling in Victoria. I engaged with more than 100 early-years teachers to explore their literacy teaching and assessment practices. The recurring theme was these teachers were expected to frequently assess young children in formal ways that provided numerical data.</p> <p>Teachers voiced frustration. One described the early years as “death by assessment”. Another lamented that community expectations were unreasonable, saying “people are hung up on data, numbers”.</p> <p>There was an overwhelming sense that the teachers knew their children best and should be given the agency to assess and plan for literacy teaching rather than being required to use a suite of commercially produced assessment tools.</p> <p>The Victorian Early Years Learning and Development Framework (<a href="https://www.education.vic.gov.au/Documents/childhood/providers/edcare/veyldframework.pdf">VEYLDF</a>) is designed to support early years teachers working with children and families. Its premise is that children have the greatest opportunities to develop neural pathways for learning and are also most vulnerable to negative experiences from birth to eight years.</p> <p>The framework is based on research into best practice for children in these years. Rather than formal assessment based on numbers, the VEYLDF advocates for assessment that is authentic and responsive to how all children can best demonstrate their learning and development.</p> <p>The Victorian Education Department <a href="https://www.education.vic.gov.au/childhood/professionals/learning/Pages/veyldf.aspx">encourages</a> teachers in schools to use the framework. However, little is known about how many actually use the framework to inform teaching and learning.</p> <p>Making it mandatory to report against curriculum standards from the time children begin compulsory schooling sets the boundaries for how many teachers operate. It is hard to have a foot in both camps when reporting against these standards is mandatory and you feel compelled to prepare children for what comes next – which includes <a href="https://www.nap.edu.au/">NAPLAN</a>, the national assessment program.</p> <p><img src="https://images.theconversation.com/files/432555/original/file-20211118-18-1xgrfo5.jpg?ixlib=rb-1.1.0&amp;q=45&amp;auto=format&amp;w=754&amp;fit=clip" alt="Group of laughing and smiling children together among trees" /> <span class="caption">‘Death by assessment’ threatens the joy young children find in learning.</span> <span class="attribution"><span class="source">Shutterstock</span></span></p> <h2>Schools can still let children be children</h2> <p>However, some schools are turning their backs on the relentless measuring of young children’s attainments. <a href="https://www.sjfootscray.catholic.edu.au/">St John’s</a>, a multicultural primary school in Melbourne’s inner west, is one example. You only need to look at the school <a href="https://www.sjfootscray.catholic.edu.au/learning/">website</a> to see its philosophy differs from many others.</p> <blockquote> <p>“St John’s Horizon [a school community-developed vision] clearly states ‘KIDS AT THE HEART’ which encapsulates our focus and belief in the image of the child – the child who is capable, curious, full of wonder, rich in knowledge, able to construct and co-construct his or her own learning. We believe in JOY – Joy in learning.”</p> </blockquote> <p>A conversation with the then principal, Gemma Goodyear, gave me an insight into these beliefs, which are inspired by teaching and learning in schools in <a href="https://www.reggiochildren.it/en/reggio-emilia-approach/">Reggio Emilia</a>, Italy. Goodyear said children do not come to school to be “fixed”, and the teachers engage them by providing meaningful, contextualised learning experiences. And, yes, through their focus on rich learning they still get great results without relentless testing.</p> <p>It is time to revisit the early years of schooling and ensure teachers have the skills and understandings they need to support learners in this phase. These years should be a time when children become engaged and excited about learning, a time of great joy, and a time when children are allowed to be children.<!-- Below is The Conversation's page counter tag. Please DO NOT REMOVE. --><img style="border: none !important; box-shadow: none !important; margin: 0 !important; max-height: 1px !important; max-width: 1px !important; min-height: 1px !important; min-width: 1px !important; opacity: 0 !important; outline: none !important; padding: 0 !important; text-shadow: none !important;" src="https://counter.theconversation.com/content/169463/count.gif?distributor=republish-lightbox-basic" alt="The Conversation" width="1" height="1" /><!-- End of code. If you don't see any code above, please get new code from the Advanced tab after you click the republish button. The page counter does not collect any personal data. More info: https://theconversation.com/republishing-guidelines --></p> <p><span><a href="https://theconversation.com/profiles/martina-tassone-1270226">Martina Tassone</a>, Early Childhood and Primary Course Coordinator and Language and Literacy Lecturer, <em><a href="https://theconversation.com/institutions/the-university-of-melbourne-722">The University of Melbourne</a></em></span></p> <p>This article is republished from <a href="https://theconversation.com">The Conversation</a> under a Creative Commons license. Read the <a href="https://theconversation.com/a-failure-at-6-data-driven-assessment-isnt-helping-young-childrens-learning-169463">original article</a>.</p> <p><em>Image: Shutterstock</em></p>

Family & Pets

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Can an algorithm assess Trump’s control over discourse?

<div> <div class="copy"> <p>Controversial former US president Donald Trump will always be remembered for his prolific and volatile <a rel="noreferrer noopener" href="https://cosmosmagazine.com/people/society/in-disasters-twitter-influencers-are-out-tweeted/" target="_blank">twitter </a>presence, but it’s difficult to assess, on the basis of a social media site with billions of tweets and users, how much influence these messages have actually had on public opinion.</p> <p>To find out, researchers have conducted a computational analysis of the many phrases found in Trump’s tweets between 2016 and 2021, looking for answers about how powerful the former president’s influence was over public narratives at that time.</p> <p>The study, led by Peter Dodds of the University of Vermont, Burlington, US, is published today in <em>PLOS ONE.</em></p> <p>The researchers developed a novel computational method for analysing tweets in order to build timelines of stories on a given subject. They analysed all tweets related to Trump spanning the five-year study period, applying their algorithms to measure the temporal dynamics – the fluctuating relevance over time – of stories, as represented by words or short phrases, like “Hillary” and “travel ban”.</p> <p>They noted that the turbulence of a story – how quickly it declined in dominance as new stories arose – varied over time and by topic. Trump’s first year in office, 2017, was the most turbulent, with a myriad of dominant stories like “Russia” and “Comey”.</p> <p>Turbulence declined in 2018 onwards, with stories enduring for longer periods, including 2018’s “Mueller” and 2020’s “Covid-19”. Turbulence spiked with 2020’s Black Lives Matter protests, the 2020 election and 2021’s Capitol riot.</p> <p>“In 2020, story turbulence around Trump exploded with the start of the COVID-19 pandemic, the murder of George Floyd, and the presidential election,” the authors write, “but also ground to a halt as these stories dominated for long stretches.”</p> <p>So, what does this all mean? The persistence of some stories over others could suggest higher social relevance, and, crucially, the authors note their technique as a way of measuring the zeitgeist and its attitudes over time in a large-scale, systematic way, with implications for recorded history, journalism, economics and more.</p> <p>The researchers say their analysis was also able to measure how much Trump controlled the narrative of each story, based on how much his tweets were retweeted, with his tweets about “Fake news” and “Minneapolis” retweeted far more than those about “coronavirus” and “Jeffrey Epstein”, for example. However, retweets may not be a measure of influence so much as a measure of social relevance; people tend to share posts about issues they care about the most, and may still implicitly agree with Trump’s many other narratives.</p> <p>It’s also worth noting that <a rel="noreferrer noopener" href="https://www.pewresearch.org/internet/2019/04/24/sizing-up-twitter-users/" target="_blank">twitter is not a microcosm of real life</a>; the site’s most vocal users are often particularly political and engaged either in very left-wing or right-wing narratives, and users are also of a narrower age bracket than the general public.</p> <em>Image credits: Getty Images</em></div> <div id="contributors"> <p><em>This article was originally published on <a rel="noopener" href="https://cosmosmagazine.com/technology/computing/can-an-algorithm-assess-trumps-control-over-discourse/" target="_blank">cosmosmagazine.com</a> and was written by Cosmos. </em></p> </div> </div>

Technology

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12 questions to assess the health of your relationship

<p><em><strong>Susan Krauss Whitbourne is a professor of Psychology and Brain Sciences at the University of Massachusetts Amherst. She writes the <span style="text-decoration: underline;"><a href="https://www.psychologytoday.com/experts/susan-krauss-whitbourne-phd" target="_blank">Fulfilment at Any Age</a></span> blog for Psychology Today.</strong></em></p> <p>If you’re lucky enough to make it into midlife with your closest relationship intact, you know that over the course of the decades, that relationship has changed. The factors that spelled success in your earlier years no longer seem to apply once you’ve made it through your 40s, 50s, and beyond. Acknowledging that the rules for relationship success in midlife and beyond are not the same as those of youth, University of Miami family psychologist Blaine Fowers and colleagues (2016) developed a measure of relationship health especially designed for mature couples. With their measure of relationship “flourishing,” or the Relationship Flourishing Scale (RFS), the Fowers team hope to capture the key qualities, in a good long-term partnership, of being able to grow and change as a couple as well as individuals.</p> <p>The University of Miami researchers propose that a positive relationship science needs to become established in which it’s recognised that over time, couples experience fulfillment in ways that may not appear synonymous with “satisfaction” or “happiness.” Instead, they propose that consistent with the Aristotlean notion of “eudaimonia,” the quality of long-term relationships should be measured in terms of such qualities as meaning and purpose, personal growth, goal sharing, and relational giving (prioritising the partner more than oneself).  It doesn’t necessarily take decades, but it’s more likely that long-term couples will develop a shared identity in which they find it impossible to imagine themselves without their partner, regard their partner as essential to their daily existence, and regard their goals as mutually compatible. They also share a history and, just as our memory is a part of our identity, that shared history becomes part of their identity as a couple. Imagine returning to your favorited family vacation spot without your partner. It just wouldn’t seem the same.</p> <p>Relationships that are floundering, by contrast, don’t have that quality of mutual growth and connectedness. They feel stale, empty, and confining. You and your partner share hardly anything of importance to each other anymore, and you could be just as happy alone as you are when you’re together, if not happier.</p> <p>The RFS provides 12 simple behaviorally-based items that will allow you to judge your own relationship’s health with this new, made-for-midlife, measure. Rate each item from 1 (never or strongly disagree) to 5 (always or strongly agree):</p> <p>1. I have more success in my important goals because of my partner’s help.</p> <p>2. We look for activities that help us to grow as a couple.</p> <p>3. My partner has helped me to grow in ways that I could not have done on my own.</p> <p>4. It is worth it to share my most personal thoughts with my partner.</p> <p>5. When making important decisions, I think about whether it will be good for our relationship.</p> <p>6. It is natural and easy for me to do things that keep our relationship strong.</p> <p>7. Talking with my partner helps me to see things in new ways.</p> <p>8. I make it a point to celebrate my partner’s successes.</p> <p>9. I really work to improve our relationship.</p> <p>10. My partner shows interest in things that are important to me.</p> <p>11. We do things that are deeply meaningful to us as a couple.</p> <p>12. I make time when my partner needs to talk.</p> <p>This scale pretty much scores itself, as you can see, but it does divide up into these 4 areas of relationship flourishing, as determined by the statistical analyses of the over 400 married individuals in the Fowers et al. sample:</p> <p>Goal sharing= 1, 6, 10</p> <p>Personal growth= 2, 3, 7</p> <p>Meaning= 5, 9, 11</p> <p>Relational giving= 4, 8, 12</p> <p>Once you’ve given yourself this scale, try this next step in the process. Ask your partner to complete it as well but on his or her own time (i.e. not with you present). If you want to add a layer of complexity to the process, see if you can guess how he or she would respond. Then sit down and compare notes. You may find that despite what you perceive of as celebrating your partner’s success is seen, instead, as apathy —or worse, as jealousy or competitiveness. If you and your partner can go through the items of greatest discrepancy in a constructive and non-confrontational manner, you should be able to identify two or three key areas in which both of you could work harder to achieve greater alignment.</p> <p>Midlife can be a time of relationship stress, given the many pressures operating on all of us to keep up with our obligations, routines, and demands. However, by taking advantage of your shared lives, identities, and histories, it can also be a time of your greatest relationship fulfillment, a fulfillment that will continue to flourish.</p>

Relationships