National Assessment: Who Calls the Shots?

Autor/inn/en	Broadfoot, Patricia; und weitere
Titel	National Assessment: Who Calls the Shots?
Quelle	(1994), (13 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	British National Curriculum; Curriculum Development; Educational Assessment; Educational Change; Educational Policy; Elementary School Teachers; Elementary Secondary Education; Foreign Countries; Ideology; National Competency Tests; Questionnaires; Secondary School Teachers; Student Attitudes; Student Evaluation; Teacher Attitudes; United Kingdom (England) + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Education; assessment; Bewertungssystem; Bildungsreform; Politics of education; Bildungspolitik; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Ideologie; Fragebogen; Schülerverhalten; Schulnote; Studentische Bewertung; Lehrerverhalten
Abstract	Among the provisions of the British Educational Reform Act of 1988 are arrangements for a national system of student assessment using nationally provided tests (SATs) in most subjects and formal teacher assessment to complement information from the externally provided assessment tasks. How teachers are reacting to these reforms was studied through visits to 9 schools in 1991 and again in 1992 and student questionnaire responses from 48 schools in each of the 2 years. The 1993 teacher boycott of SATs, a symptom of teacher resistance to imposition of an assessment paradigm that was at odds with the ideology of the majority of teachers, was a clear indicator of teacher reaction. Study findings show that there has been a great deal of less dramatic resistance. Teachers both overtly resisted the assessment demands and covertly subverted them when they thought it was in the best interests of their students. Students, championed by teachers, are calling the shots about assessment. The reduction of testing following the boycott and the establishment of a review of assessment policy should result in improved programs. One figure illustrates types of assessment. (Contains 3 references.) (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC