Concern about low performance levels on the 0 level science examinations because of difficulty performing mathematical expressions of the form axb/c led to an investigation to assess the mean level of performance for secondary level science students in Britain. Average levels of performance did not meet 0 level standards. (Author/IS)

Investigates how student attitudes, motivation, and method of examination affect scores in English language examinations of adolescents in English high schools. (Author/DB)

The factors with most influence on British college students' choice of subjects to take are interest value, previous performance, and career value. Art students place more importance on the interest value of subjects than science specialists. Few marked differences were found between the sexes. (Author/RM)

Identifies problems in assigning final grades to students based upon summing up a number of examination components. Presents a critical analysis of an article on the same topic by P. J. Squire which appeared in the journal in 1978. (Author/DB)

Describes an experiment which compared demonstration and discovery teaching methods in two urban British junior schools. Concludes that the demonstration method resulted in higher test scores, better comprehension, and application of basic knowledge in a unit on magnetism and electricity. (Author/DB)

Describes a study which measured effects of English school childrens' intelligence, creativity, and academic achievement upon socialization within stratified, mixed-ability groupings. Findings indicated that school environments may have differential socialization influences on students that are independent of school stratification structures.…

A university history course in London introduced a new type of test question, similar to an essay question, based on excerpts from historical documents. The article compares scores of men and women on both types of question, and reviews student reaction to the new type of question. (AV)

Examines the relationship between ability-grouping policies in British secondary schools and (1) pupils' reading and mathematics attainment at age 16 and (2) prospective public examinations entries. No significant relationship was found between ability-grouping policy and scores, but there was an indication that mixed-ability schools enter their…

The recession has resulted in many employers in Great Britain finding new employees through internal advertising and unsolicited applications. Some employers attribute the fact that they are receiving fewer applications to the psychology of student defeatism. The importance of students' examination scores in employee selection varied a great deal.…

The National Child Development Study, a longitudinal study of 16,000 British children, examines factors that may influence the relationship between a child's speech problem, scholastic attainment, and syntactic maturity. Effects of (1) teacher's rating of poor speech, (2) doctor's assessment of defective articulation, and (3) number of words…

Examines the relationships of social class, family size, and geographic region to academic performance on mathematics and reading tests administered periodically to children in English schools. Findings indicated that (1) ability and performance are related to social class and family size, and (2) longitudinal studies provide a clearer picture of…

Primary school teachers tended greatly to overestimate the scores that their students would achieve in mathematics and English achievement tests and to greatly underestimate the scores they would achieve in the reading achievement test. Factors that influenced teachers' judgments include academic competence, student relationship with the teacher,…

A study of achievement and variables of ability, attitudes, and personality is discussed. Junior high school students were tested in their third year and again in the fourth using the Crandall Internalised Achievement Responsibility Questionnaire. Results show that pupil locus of control and beliefs about intellectual achievement responsibility…

For primary and secondary schools, the evidence concerning the effects of streaming (grouping by overall ability) and mixed-ability grouping is inconclusive. Many have concluded that there is no difference between the two systems in their effect on academic progress, social adjustment, attitudes toward school, or friendship patterns. (RM)

A research review of student allocation in British schools revealed information gaps on the impact of teacher influence on student elective choices, teacher criteria for evaluating student choices, and the effect of sex and social class on student tracking. (AM)