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1.
PETER F. W. PREECE NIGEL C. SKINNER 《Assessment in Education: Principles, Policy & Practice》1999,6(1):11-25
The development of a framework for the content and assessment of National Curriculum science in England and Wales, following the 1988 Education Reform Act, is described, with a particular emphasis on assessment at the end of Key Stage 3 (14-year-old pupils). The University of Exeter evaluations of Key Stage 3 science assessments in 1995 and 1996 are outlined and the findings concerning the reliability and validity of the testing are presented. The views of science teachers on the impact of this assessment on teaching and learning are summarised, with particular reference to the structure, delivery and interpretation of the National Curriculum, the setting of pupils, continuity and progression, the preparation of pupils for the tests and teacher assessment. 相似文献
2.
TALKING GEOGRAPHY: an investigation into young children's understanding of geographical terms PART 1
Linda Platten 《International Journal of Early Years Education》1995,3(1):74-92
This research investigates the understanding by children of seven years of age of certain geographical terms. These terms are selected from the programme of study for geography for Key Stage 1 within the English National Curriculum (this approximates to the first two years of compulsory schooling in England ie. from 5 to 7 years). These terms represent some of the basic geographical concepts which teachers are required to teach at this stage. The interviews took place prior to the implementation of the English National Curriculum for Geography, in June 1991, and further interviewing is now being undertaken after two years’ implementation of the Curriculum to enable comparisons to be made. The initial findings clearly indicate that children of this age have considerable difficulty with some concepts and that even vernacular terms are often misunderstood. The research provides useful insight into the language young children currently use to describe geographical features. The ways in which young children respond to this type of questioning are discussed in relation to assessment and a preliminary analysis is made of the implications of the outcomes of the study for the teaching of geography to young children. 相似文献
3.
Colin Richards 《Curriculum Journal》2013,24(3):319-332
ABSTRACT Small primary schools have often been criticized for their staff's inevitably limited cur‐ ricular expertise and consequent difficulty in providing a full National Curriculum for their pupils. Yet in terms of standards of attainment and quality of teaching such schools are rated rather more favourably than larger ones in OFSTED inspections. Based on an investigation of policy and practice in thirteen small primary schools this article attempts to examine the reality of small schools’ planning and implementation of National Curriculum requirements at Key Stage 2 and suggests possible reasons for their ‘better’ performance, at least as judged by OFSTED inspectors. 相似文献
4.
ABSTRACT This paper draws from a multi‐site qualitative case‐study research project entitled From Policy to Practice funded by the University of Exeter. The research sought to identify the impact that the Key Stage 3 tests would have on the working practices of eight heads of English departments and their staff in mixed maintained comprehensive schools in different regions of England. The paper begins by presenting the way that the national assessment system has undergone change since its inception, highlighting that the function of assessment is to act as the most significant indicator of a school's performance through government policy that promotes and prioritizes the measurement of pupils’ achievements through each key stage. The English teachers’ responses to the revisions of the English National Curriculum Programmes of Study are described and the paper documents the thoughts and feelings of these teachers as they had to try to make sense of the changes in their classroom working practices. They are articulate in categorizing those aspects of their pedagogical practice that the assessment process has stifled and those that the assessment process has encouraged. The paper then offers an interpretative analysis of the impact that the externally imposed curriculum and assessment changes have had on the teachers’ sense of being professionals. 相似文献
5.
DOING JUSTICE TO GEOGRAPHY IN THE SECONDARY SCHOOL: DECONSTRUCTION, INVENTION AND THE NATIONAL CURRICULUM 总被引：1，自引：0，他引：1
ABSTRACT: The subject of geography is declining in popularity at secondary school level and recent developments following the 'cultural turn' in Higher Education have had little impact in revitalising it. In this paper I explore the question: is there a problem with the school geography curriculum policy? After briefly sketching the history of the Geography National Curriculum policy (GNC), I focus on Caputo's (1997) commentary on Derrida and the idea of deconstruction and invention to explore the contemporary GNC policy text (1999) programme of study at Key Stage 3. 相似文献
6.
7.
Kathy Durkin 《Literacy》1997,31(2):42-48
Redrafting is clearly a crucial part of the writing process and teachers are currently required to teach children to redraft writing at Key Stage 2 in the National Curriculum. For Kathy Durkin this is much too late and she reports here on her investigations into introducing redrafting to Key Stage 1 children. From her work it seems there are many dangers in under-estimating children’s abilities in this regard. 相似文献
8.
9.
Jane Coles 《Curriculum Journal》2013,24(1):50-66
In the current government's ‘Great Books' approach to the National Curriculum for English lies an apparent desire for all school students to benefit from access to a shared ‘cultural heritage', where compulsory knowledge of Shakespeare and other canonical writers is in itself assumed to be a transformative and democratising process. With reference to qualitative classroom-based research focusing on year 9 and 10 students' experience of Shakespeare at Key Stage 3 and Key Stage 4, this article questions that assumption. Drawing on classroom and interview data from two London comprehensive schools, it suggests that for many students it has been an experience that serves to exclude, a reproduction of existing socio-cultural differences. Ultimately, even in classrooms where teachers attempt to construct Shakespeare pedagogically as ‘active’, the process of reading may remain a passive one, where textual meanings are ultimately almost entirely mediated by teachers, mindful of ensuring all students are afforded ‘access’ to the text. This article argues that Shakespeare’s iconic status and the authority of the text thus remain largely intact, a disabling process for some students. 相似文献
10.
Anne Storey 《Curriculum Journal》2013,24(3):207-218
This article examines the many critiques of educational policies concerning the National Curriculum and the standards and testing regimes for pupils and teachers associated with it. It goes on to suggest that there is a danger of educational researchers and policy-makers arguing themselves into a cul de sac where an unproductive stand-off may prevail. It is argued that a more productive way forward is to be found in a focus on the ‘capacity-building’ of teachers using formative assessment and double-loop learning as the basis for action. This will present a challenge for teachers as well as for policy-makers. 相似文献
11.
Hugh G. Morrison John Christian Busch John D'Arcy 《Assessment in Education: Principles, Policy & Practice》1994,1(2):181-199
The Northern Ireland Curriculum, like the English National Curriculum, records pupil achievement on a 10‐level scale. The level to which a pupil is ‘assigned’ at the end of a Key Stage is based upon two sources of assessment information: classroom‐based measures provided by the teacher and summative information from Common Assessment Instruments (CAIs), which are pen‐and‐paper tests taken at the end of the Key Stage. CAIs play a central role in confirming the accuracy with which teachers judge the level at which a pupil is working. While the teacher might judge a pupil to have mastered level 7 in Algebra, for example, based upon observation in class, test data and homeworks, the CAI will only confirm this level if the pupil scores above the level 7 cutscore on the CAI. If this cutscore does not accord with a reliable measure of what constitutes level 7 performance in Algebra in the classroom, there is likely to be misclassification of pupils with attendant difficulties for the efficient planning of teaching and learning. Misclassifications can be minimised when examiners and teachers interpret level 7 achievement in Algebra similarly. The Angoff standard‐setting procedure was used to establish level 5 cutscores in the Number and Handling Data tests of the mathematics CAI so that comparisons might be made between the published level 5 cutscores and those which result from a judgemental standard‐setting procedure. The 21 teachers involved in the procedure were offered the opportunity to recommend a level 5 ‘standard’ using the Angoff methodology, and to review their recommendations in the light of test data from the February 1993 CAI administration. A further opportunity was offered following a discussion during which individual teachers articulated their reasons for the standards they recommended. The results confirm that the reliability of recommended standards increases both as a consequence of receiving normative data and of discussion. All statistical measures reported in this article indicate that the procedure could command the confidence of examiners, teachers and the public. While the recommended cutscore for Number is in close accord with that published by the examiners, the extent of the mismatch in the Handling Data test is such as might give rise to some misclassification of pupils. It is important to stress that this mismatch had no real consequences since 1993 was a pilot year and no test outcomes were reported. The article concludes with an outline of the contribution which the Angoff methodology can make to the resolution of some of the difficulties faced by English national assessment, as identified in Sir Ron Dealing's interim report “The National Curriculum and its Assessment”. 相似文献
12.
《British Educational Research Journal》2003,29(4):471-488
Two increasingly important strands in current educational thinking are reflected in growing interest amongst researchers, policy‐makers and qualification designers in formative assessment strategies that motivate learners and enhance their educational attainment. In addition, a body of research suggests that learners develop ‘learning careers’ from primary education, through the National Curriculum into post‐compulsory education and beyond. This article engages with this work in order to highlight some key factors in ‘learning careers’, particularly in relation to the impact of formative assessment practices. It aims to relate findings from research on formative assessment in primary and further education, carried out by the authors, to studies which use Bourdieu's notions of ‘habitus’, ‘field’, ‘cultural capital’ and ‘social capital’ to explore learning careers and learning identities in different sectors of education. The article evaluates whether the concept of ‘assessment careers’ illuminates a specific strand within young people's ‘learning careers’. In particular, it asks whether the concept might offer more precise insights about how practices produced by different assessment systems, particularly those purporting to promote formative assessment, affect learners' identities and dispositions for learning. 相似文献
13.
Among contemporary means of enhancing student learning, formative assessment is perhaps one of the most important and effective. While formative assessment ideas and practices have been shown to have a proven record enhancing student learning, these practices are slow to be fully integrated into teachers’ day-to-day classroom practices. This study describes a collaborative effort among university faculty and public school partners to train teachers in the skills and practices of formative assessment. Regarding teachers’ involvement in the formative assessment professional development, findings highlight that 1) teachers’ participation in the professional development efforts did strengthen their understanding of both general knowledge of formative assessment and the use of formative assessment practices, 2) teachers’ plans to use the strategies in the future were related to their understanding of these strategies, and 3) in-depth and comprehensive understanding of formative assessment practices were critical to concrete applications of such practices in their classrooms. With respect to the impact on student learning, an overall effect size of .41 was found for teachers who utilized a formative assessment strategy compared with district averages for similar learning objectives when the practices were not used. 相似文献
14.
Alas, Poor Shakespeare: Teaching and Testing at Key Stage 3 总被引：2，自引：0，他引：2
Jane Coles 《English in Education》2003,37(3):3-12
In this article I briefly consider the ideological impetus for retaining Shakespeare as a compulsory component of the National Curriculum for English. I take issue with the current Key Stage 3 testing regime. In particular, I question the educational value of tests which ultimately undermine what is generally agreed to be good classroom practice and which force on teachers a narrow theoretical perspective of Shakespeare, where close textual analysis and Bradleyan notions of character predominate. 相似文献
15.
Maurice Galton 《Curriculum Journal》2013,24(3):323-341
The National Curriculum had very specific objectives. From the beginning there have been claims that the failure to implement the programme in full was the fault of a ‘liberal’ educational establishment. This article looks at implementation from the perspective of a researcher who was engaged in classroom observation, mainly in primary schools, during the late 1980s and early 1990s. Among the consequences of the implementation strategies adopted have been negligible effects on teaching methods, falling standards and lack of increased curriculum continuity on transfer to Key Stage 3. The findings of this research suggest that recent calls for teachers to be mandated as to how to teach the curriculum will not overcome these problems. 相似文献
16.
Mary Hilton 《Literacy》2006,40(1):36-41
This article is written in response to the article published in issue 39.3 of this journal, in November 2005, on the nature of the Key Stage 2 National Curriculum reading tests: ‘Examining England's National Curriculum assessments: an analysis of the KS2 reading test questions’ by Anne Kispal of the National Foundation for Educational Research. It argues that, far from providing a valid and rewarding assessment experience for pupils as Kispal suggests, the primary English tests at the end of KS2 are invalid as a measuring instrument and are having a damaging effect on pedagogy. The tests and the information on them provided by the Qualifications and Curriculum Agency are based on a misleading unidimensional conception of reading literacy attainment. Because the test assessment simply adds together marks achieved for very different cognitive skills, it propagates a dysfunctional model of literacy pedagogy that conflates and confuses two separate developmental trajectories – word reading and text comprehension. The article goes on to argue that the unidimensionality of the national tests and their pedagogic apparatus has constricted the primary English curriculum in ways that are damaging for young pupils and for the national need for creativity and enterprise. 相似文献
17.
《Africa Education Review》2013,10(1-2):30-47
Abstract The purpose of this study was to take the first steps in a long-term approach to helping South African teachers understand and respond to government demands that they change their assessment practices. Specifically, it attempted to identify the beliefs, perceptions and attitudes about assessment that student teachers bring with them to courses that are designed to equip them to teach in ways that are consistent with current curriculum trends in South Africa. The study attempted to answer the following research questions: are student teachers’ beliefs about assessment consistent with the approaches to assessment advocated in the South African Revised National Curriculum Statement? Are student teachers’ beliefs about assessment consistent with the basic principles of outcomes-based education? The results indicated broad general agreement between student teachers’ beliefs about assessment and the principles of assessment espoused in the Revised National Curriculum Statement. However, there was evidence that the beliefs of some of the subjects were inconsistent with these principles. 相似文献
18.
Chris Kyriacou Michael Wilkins 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):270-276
This study sought to explore the extent to which the introduction of six National Curriculum subjects (English, Mathematics, Science, Technology, History and Geography) has had an impact on teaching methods. A case study was conducted at one secondary school, which comprised interviews, questionnaires and lesson observations (including video taping for stimulated recall). Particular attention was paid to the National Curriculum Council's guidance concerning the teaching methods to be used in teaching these subjects. The data indicate that most teachers felt their general approach to teaching was based on using a variety of teaching methods and adopting a more active and investigatory approach. They felt this approach had generally been supported by the National Curriculum. However, there was a concern that the content and method of national assessment tests may make it difficult to sustain this emphasis in their approach in future. 相似文献
19.
《British Journal of Special Education》1990,17(4):133-135
John Bangs, principal officer, Special Needs and Curriculum Initiatives, National Union of Teachers, reports on the reactions of teachers concerned with special educational needs in primary schools to using SATs for assessing pupils at Key Stage 1. 相似文献
20.
Annika Lena Hondrich Silke Hertel Katja Adl-Amini Eckhard Klieme 《Assessment in Education: Principles, Policy & Practice》2016,23(3):353-376
The implementation of formative assessment strategies is challenging for teachers. We evaluated teachers’ implementation fidelity of a curriculum-embedded formative assessment programme for primary school science education, investigating both material-supported, direct application and subsequent transfer. Furthermore, the relationship between implementation fidelity and teacher variables was explored. N = 17 German primary school teachers participated in professional development on formative assessment, N = 11 teachers formed a control group. Teachers’ implementation fidelity was evaluated via classroom observations student ratings and an analysis of students’ workbooks, focusing on the frequency and quality of intended formative assessment elements (assessments, feedback and instructional adaptations). Regarding direct application, treatment group teachers’ implementation fidelity was high, with slight variations in quality. Regarding transfer, implementation fidelity was lower but teachers still implemented more formative assessment elements than the control group. Teachers’ pedagogical content knowledge and their evaluation of the formative assessment intervention were associated with implementation success. 相似文献