By Rita Berry, Bob Adamson (auth.), Rita Berry, Bob Adamson (eds.)
The early 21st century observed schooling reforms in lots of international locations that have been pushed by way of new financial imperatives and that commonly known as for a realignment of evaluation innovations to compare the existing academic pursuits. Divided into sections and fourteen chapters, this booklet offers an interpretation of why present evaluate regulations take the shape that they do and the position and standing of review for studying within the policy-making debates, and identifies the issues and demanding situations that experience happened and the resolutions that would be proposed. The chapters within the first part, assessment reform experiences, evaluation the background and improvement of overview coverage and perform in several international locations around the globe and concentrate on the problems relating to review reform in those nations. The salient good points of the problems pointed out are mentioned within the moment part, issues within the spotlight, of the booklet. The chapters during this part research the origins/causes and talk about complexities, tensions, dilemmas and/or percentages linked to the difficulty in addition to taking off the results of the difficulty for the way forward for evaluation reform, and attainable methods ahead.
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Additional resources for Assessment Reform in Education: Policy and Practice
Sutherland, G. (1996). Assessment: Some historical perspectives. In H. Goldstein & T. ), Assessment: Problems, developments and statistical issues (pp. 9–20). Chichester, England: Wiley. , & Pryor, J. (1998). Investigating formative assessment. Buckingham: OUP. Wiliam, D. (2006). Assessment: Learning communities can use it to engineer a bridge connecting teaching and learning. Journal of Staff Development, 27(1), 16–20. 1 Assessment Policy in the Context of Education Reform It is now more than two decades since the UK Government brought in the 1988 Education Reform Act.
There was little movement from a pragmatic to a principled rationale. Moreover, there was little evidence that teachers had passed over responsibility for formative processes, especially deciding learning goals, to the pupils themselves. Ownership was still very much with the teachers. However, by 2008 there was evidence, at least in some local authorities that this was changing. uk/curriculumforexcellence/ Accessed 22 January 2011). In addition, a second report commissioned by the Scottish Qualifications Authority (SQA) found evidence of teachers developing assessment for learning approaches in the context of high stakes assessment (Standard grade, Intermediate and Higher: all post 16 examination classes).
In essence the Act had three linked components. First, it made a commitment to open access to enable parents to choose schools for their children. Secondly, it proposed arrangements for local financial management whereby funds would follow pupils and thus allow successful schools to attract more pupils whilst unsuccessful schools would contract and even close. Thirdly, a new common national curriculum and assessment system would provide parents with a basis for choice because what pupils were expected to learn at various key stages, and how successful schools were in teaching them, would (supposedly) be more transparent.