Assessment for Learning in the Accountability Era: Empirical Evidence from Scotland

Autor/inn/en	Hutchinson, Carolyn; Young, Myra
Titel	Assessment for Learning in the Accountability Era: Empirical Evidence from Scotland
Quelle	In: Studies in Educational Evaluation, 37 (2011) 1, S.62-70 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0191-491X
DOI	10.1016/j.stueduc.2011.03.007
Schlagwörter	Foreign Countries; Evidence; Communities of Practice; Student Evaluation; Educational Objectives; Outcomes of Education; Academic Achievement; Accountability; Educational Assessment; Alignment (Education); Program Evaluation; Self Evaluation (Groups); Evaluation Methods; Educational Policy; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Ausland; Evidenz; Community; Schulnote; Studentische Bewertung; Educational objective; Bildungsziel; Erziehungsziel; Lernleistung; Schulerfolg; Schulleistung; Verantwortung; Education; assessment; Bewertungssystem; Programme evaluation; Programmevaluation; Self evaluation; Group; Groups; Selbstevaluation; Gruppe (Soz); Politics of education; Bildungspolitik
Abstract	In many European languages, the words "assessment" and "evaluation" are synonymous, but in English the two terms are used differently. Educational "assessment" is learner-focused and part of professional pedagogy, relating directly to the accountability of practitioners and schools to learners and their families. Educational "evaluation" is understood to be a parallel and linked process, relating to the quality of national policy and of provision and practice in establishments, part of accountability to the wider public. In Scotland, assessment policy has been focused on aligning "assessment for learning" and "assessment for accountability" for nearly a decade and policy guidance has been based on the principle that formative and summative uses of information can apply as well to system evaluation as to school-based assessment. Self-evaluation has been increasingly emphasized, promoting better understanding of the role of continuous review in supporting and improving education. In theory, the two processes of assessment and evaluation should align without difficulty as "intelligent accountability" and together should act as a powerful driver for improved educational outcomes. However, achieving alignment in practice, which requires good professional relationships and mutual trust in different communities of practice, as well as shared understanding and expectations, has proven to be very hard to achieve. This article will show the progress that has been made with alignment; indicate where there have been difficulties and why; and suggest that several important factors need to be acknowledged if alignment is to be achieved. (Contains 2 figures and 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10