Guidance on the principles of language accessibility in National Curriculum Assessments : research background

This review accompanies the document, which describes the principles which should guide the development of clear assessment questions. The purpose of the review is to present and discuss in detail the research underpinning these principles. It begins from the standpoint that National Curriculum assessments, indeed any assessments, should be: - appropriate to the age of the pupils - an effective measure of their abilities, skills and concept development - fair to all irrespective of gender, language, religion, ethnic or social origin or disability. (Ofqual, 2011) The Regulatory Framework for National Assessments: National Curriculum and Early Years Foundation Stage (Ofqual, 2011) sets out a number of common criteria which apply to all aspects of the development and implementation of National Assessments. One of these criteria refers to the need for assessment procedures to minimise bias: “The assessment should minimise bias, differentiating only on the basis of each learner’s ability to meet National Curriculum requirements” (Section 5.39, page 16). The Framework goes on to argue that: “Minimising bias is about ensuring that an assessment does not produce unreasonably adverse outcomes for particular groups of learners” (Annex 1, page 29). This criterion reinforces the guiding principle that any form of assessment should provide information about the knowledge and understanding of relevant content material. That is to say that the means through which this knowledge and understanding is examined, the design of the assessment and the language used should as far as possible be transparent, and should not influence adversely the performance of those being assessed. There is clearly a large number of ways in which any given assessment task can be presented and in which questions can be asked. Some of these ways will make the task more accessible – that is, easier to complete successfully – and some will get in the way of successful completion. Section 26 of the Fair Access by Design (Ofqual, 2010) document lists a number of guiding principles for improving the accessibility of assessment questions, although the research basis for these principles is not made completely clear in that document. The aim of the current review is to examine the research background more closely in order to provide a more substantial basis for a renewed set of principles to underpin the concept of language accessibility. In the review, each section will be prefaced by a statement of the principles outlined in Guidance on the Principles of Language Accessibility in National Curriculum Assessments and then the research evidence underpinning these principles will be reviewed

Higher processing skills through multisensory perceptual stress awareness for improved concentration in reading and learning

This project investigates a new model in multisensory perceptual stress awareness, that incorporates performance enhancement training, and its effect on learning skills such as reading. A case report of a student utilizing a technique that expands his multisensory perceptual awareness is presented. The positive impact on academic performance is discussed

Regularized brain reading with shrinkage and smoothing

Functional neuroimaging measures how the brain responds to complex stimuli. However, sample sizes are modest, noise is substantial, and stimuli are high dimensional. Hence, direct estimates are inherently imprecise and call for regularization. We compare a suite of approaches which regularize via shrinkage: ridge regression, the elastic net (a generalization of ridge regression and the lasso), and a hierarchical Bayesian model based on small area estimation (SAE). We contrast regularization with spatial smoothing and combinations of smoothing and shrinkage. All methods are tested on functional magnetic resonance imaging (fMRI) data from multiple subjects participating in two different experiments related to reading, for both predicting neural response to stimuli and decoding stimuli from responses. Interestingly, when the regularization parameters are chosen by cross-validation independently for every voxel, low/high regularization is chosen in voxels where the classification accuracy is high/low, indicating that the regularization intensity is a good tool for identification of relevant voxels for the cognitive task. Surprisingly, all the regularization methods work about equally well, suggesting that beating basic smoothing and shrinkage will take not only clever methods, but also careful modeling.Comment: Published at http://dx.doi.org/10.1214/15-AOAS837 in the Annals of Applied Statistics (http://www.imstat.org/aoas/) by the Institute of Mathematical Statistics (http://www.imstat.org

A framework to maximise the communicative power of knowledge visualisations

Knowledge visualisation, in the field of information systems, is both a process and a product, informed by the closely aligned fields of information visualisation and knowledg management. Knowledge visualisation has untapped potential within the purview of knowledge communication. Even so, knowledge visualisations are infrequently deployed due to a lack of evidence-based guidance. To improve this situation, we carried out a systematic literature review to derive a number of “lenses” that can be used to reveal the essential perspectives to feed into the visualisation production process.We propose a conceptual framework which incorporates these lenses to guide producers of knowledge visualisations. This framework uses the different lenses to reveal critical perspectives that need to be considered during the design process. We conclude by demonstrating how this framework could be used to produce an effective knowledge visualisation