Improving the Acceptability of Teacher Assessment for Accountability Purposes - Some Proposals within an English System
Titolo Rivista CADMO
Autori/Curatori Sarah Maughan
Anno di pubblicazione 2009 Fascicolo 2009/2 Lingua Inglese
Numero pagine 15 P. 39-53 Dimensione file 299 KB
DOI 10.3280/CAD2009-002004
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Improving the Acceptability of Teacher Assessment for Accountability Purposes - Some Proposals within an English System - The National Curriculum was introduced in England after the Education Reform Act of 1988. The compulsory curriculum is made up of four key stages, and until very recently there have been high stakes assessment at the end of each stage. Over time additional tests and examinations were added to the system leading to English children being some of the most tested in the world. In parallel to this, the use of test results to hold schools and teachers to account has emerged as one of the key purposes of the tests and examinations. This article describes the use of the results for accountability purposes, and the ever increasing criticism of this due to the distorting effects it has on teaching and learning. A number of recent changes to the system, in response to the criticisms, mean that test results are no longer available at all the stages to meet the accountability purpose. The article discusses whether the teacher assessment that has been proposed as a replacement could be used for accountability purposes in such a high stakes system, or whether the accountability system will be forced to change.
Keywords:Assessment, teacher judgement, moderation, accountability, England.
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DOI: 10.2304/pfie.2012.10.4.386 - Towards an understanding of teacher judgement in the context of social moderation Lenore Ellen Adie, Valentina Klenowski, Claire Wyatt-Smith, in Educational Review /2012 pp.223
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Sarah Maughan, Improving the Acceptability of Teacher Assessment for Accountability Purposes - Some Proposals within an English System in "CADMO" 2/2009, pp 39-53, DOI: 10.3280/CAD2009-002004