Literaturnachweis - Detailanzeige
Autor/inn/en | Hayward, E. Louise; Hutchinson, Carolyn |
---|---|
Titel | "Exactly What Do You Mean by Consistency?" Exploring Concepts of Consistency and Standards in Curriculum for Excellence in Scotland |
Quelle | In: Assessment in Education: Principles, Policy & Practice, 20 (2013) 1, S.53-68 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0969-594X |
DOI | 10.1080/0969594X.2012.742423 |
Schlagwörter | Academic Standards; Foreign Countries; Curriculum Development; Educational Change; Change Strategies; Alignment (Education); Educational Practices; Evidence; Robustness (Statistics); Theory Practice Relationship; National Curriculum; Fundamental Concepts; Comparative Education; Educational History; Accountability; Program Effectiveness; Performance Factors; Test Reliability; Educational Policy; Policy Analysis; United Kingdom (Scotland) Ausland; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungsreform; Lösungsstrategie; Bildungspraxis; Evidenz; Widerstandsfähigkeit; Theorie-Praxis-Beziehung; Grundlagenplan; Konzept; Vergleichende Erziehungswissenschaft; History of education; Bildungsgeschichte; Verantwortung; Leistungsindikator; Testreliabilität; Politics of education; Bildungspolitik; Politikfeldanalyse |
Abstract | Scotland, in common with many other countries internationally, has paid considerable attention to the development of assessment for learning. Currently, schools in Scotland are engaged in a major programme of curriculum and assessment reform, entitled Curriculum for Excellence. As part of the reform process, there is concern amongst practitioners, researchers and policy-makers about "consistency" and "standards". In this article, we explore international issues of consistency and standards through a Scottish lens. In particular, we focus on how standards, and the idea of consistency of judgements and standards, are understood and applied in practice. We draw on international research and policy, and reflect on how that evidence relates to the findings from a recent government-funded research project in Scotland, "Assessment at Transition". We conclude by identifying what the different communities need to do to help build an integrated, assessment-capable system that will be sustainable in the longer term. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |