Transcription of 4: UNDERACHIEVEMENT
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4: UNDERACHIEVEMENT
LibraryLaunch Pad 4/UnderachievementPage 1 of 7 Westminster Institute of EducationMarch 2000 4: UNDERACHIEVEMENTWhat do we mean by UNDERACHIEVEMENT ?When embarking on any considerationof UNDERACHIEVEMENT in your school,first ensure that colleagues areagreed on a can be defined as an inability or failure to perform appropriately forone s age or talents, unfulfilled potential. Given this definition, however, it canclearly be extremely hard to identify underachievers, and to note when underachievementis taking , such as Cognitive Ability Tests and IQ-type tests, can be some help in somesubjects, when compared with the results of classroom-based assessment tasks and , if pupils are disengaged when undertaking them, the tests will not necessarilyhighlight potential; nor is IQ any longer considered an adequate indicator of potentialability in all areas. A wider spread and more varied mix of methods multiple criteria,including teachers own judgements (especially if exercised after staff have had trainingon assessment and identification of pupils abilities) - are likely to identify theunderachievement existing in a school on a more realistic scale.
Library Launch Pad 4/Underachievement Page 5 of 7 Westminster Institute of Education March 2000 Ø There is a further important factor in underachievement: that of the influence of teachers. Kellmer Pringle (1970) found that it was teachers themselves who exert the
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