Summing up and Looking Forward Peter Tymms

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Summing up and Looking Forward Peter Tymms
www.cemcentre.org
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Summing up

• CEM systems
• Importance of data
• The integration of profession knowledge with
  external information
• The importance of detail
• The importance of teachers

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Looking forward

• Writing assessments
• Unexpected consequences
• Pedagogic knowledge
• Paradoxical research

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Change of government?
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Gender differences in school performance

• Attainment
• Choices
• Behaviour

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Attainment

• Very recent results
• Largely from England
• Ages 3-18

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More specifically

• Official data
• A level
• GCSE
• End of KS3 KS2
• CEM projects
• ALIS
• YELLIS
• MidYIS
• PIPS
• ASPECTS

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Measures

• They are all Different!
• A levels Grades UCAS points
• GCSE Grades
• KS3 2 levels
• Others standardised scores
• Therefore Effect Sizes

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Mathematics
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English Vocabulary, Reading and Writing
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Science
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Why do we see differences?

• Nature
• Nurture
• Or the two together

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Male monkeys prefer toy cars, females like dolls
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Choices pre-university Most Female
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Pre-university Most Male
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Behaviour

• ADHD sub-types
• Predominantly Inattentive sub-type
• Predominantly Hyperactive/Impulsive sub-type
• Combined sub-type

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Scores on ADHD scale
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Summary

• Attainment
• Male ? Female But
• Mathematics spread Male gt Female
• Language based areas Female gt Male
• Behaviour
• Male gtgt Female
• Choices
• heavily gender based
• NB Matching teachers with pupils no effect

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Should boys and girls be treated differently?

• Are some teachers/schools more effective with
  boys?
• Is it better for men to teach boys?
• Four key factors
• Learned helplessness
• Subject matter
• ADHD
• Mode of assessment

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Learned Helplessness Theory

• Carol Dweck
• Entity theory of intelligence
• Your intelligence is something you can't change
  very much.
• They worry that failure-or having to work very
  hard be perceived as evidence of their low
  intelligence.
• They may opt to take a lower-level course  to
  look good
• Incremental theory of intelligence.  
• Intelligence can be increased through effort and
  persistence.
• These students set mastery goals and seek
  academic challenges that they believe will help
  them to grow intellectually.

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Learned helplessness practice

• "You got a good maths score, Jimmy! Youre so
  clever!"
• Praising students for their intelligence tells
  them that success and failure depend on something
  beyond the students' control.  
• Failure means Im thick."  
• "You got a good maths score, Jimmy! You worked so
  hard
• If praised for effort they are much more likely
  to view intelligence as being malleable, and
  their self-esteem remains stable.
• These students are more likely to be willing to
  push through setbacks and reach their full
  academic potential.

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Subject Matter
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ADHD

• Follow up websites and Eric Taylors writing
  Christine Merrells work
• Also
• Break up tasks into workable and obtainable
  steps.
• Give simple, concrete instructions,
• Using the wall clock, tell children how long they
  are to work on an assignment
• Increase the frequency of positive reinforcements

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Mode of Assesment
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Thanks for your attention
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