"Exactly What Do You Mean by Consistency?" Exploring Concepts of Consistency and Standards in Curriculum for Excellence in Scotland

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 Verfügbarkeit
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) + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10