Educational objectives and national assessment

著者

書誌事項

Educational objectives and national assessment

Sue Butterfield

（Assessing assessment / series editor, Harry Torrance）

Open University Press, c1995

  • : hard
  • : pbk

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注記

Includes bibliographical references and index

内容説明・目次

巻冊次

: pbk ISBN 9780335194186

内容説明

Changes in assessment are at the heart of government policy for change in the UK. The GCSE, the National Curriculum and National Vocational Qualifications seek to make the progress of individuals more measurable - in order to make education professionals more accountable. These changes create a precarious balance - between the promise of better opportunity for students and a system of centralized control which could be stifling for teachers and learners alike. This book takes an overall view of the technical claims made for improvements in assessment, alongside the policy agenda within which the changes are introduced. It highlights the dangers of taking a fragmented view - and allowing a competitive system and league tables to be based on information which may be technically shaky. The alternative to mechanistic, objectives-driven models of control appear to be a reassertion of the professional role in education. However, arguments for professional power have to be carefully weighed against the need for learner empowerment.

目次

Introduction Educational Objectives The Political Context of Assessment The General Certificate of Secondary Education, 1986 1993 The National Curriculum and Assessment National Vocational Qualifications The Contested Ground of Curriculum The Objectives of Imposed Curricula: Dissemination, Meanings and Teachers' Work Criterion Referencing: Now You See It Now You Don't Issues in the Comparison of Performance Educational Standards and Effectiveness The Research Agenda Against Fragmentation.
巻冊次

: hard ISBN 9780335194193

内容説明

Changes in assessment are at the heart of government policy for change in the UK. The GCSE, the National Curriculum and National Vocational Qualifications seek to make the progress of individuals more measurable - in order to make education professionals more accountable. These changes create a preciarous balance - between the promise of better opportunity for students and a system of centralized control which could be stifling for teachers and learners alike. This book takes an overall view of the technical claims made for improvements in assessment, alongside the policy agenda within which the changes are introduced. It highlights the dangers of taking a fragmented view - and allowing a competitive system and league tables to be based on information which may be technically shaky. The alternatives to mechanistic, objectives-driven models of control appear to be a re-assertion of the professional role in education. However, arguments for professional power have to be carefully weighed against the need for learner empowerment.

目次

  • Educational objectives
  • the political context of assessment
  • the General Certificate of Secondary Education, 1986-1993
  • the National Curriculum and Assessment
  • National Vocational Qualifications
  • the contested ground of curriculum
  • the objectives of imposed curricula - dissemination, meanings and teachers' work
  • criterion-referencing - now you see it - now you don't
  • issues in the comparison of performance
  • educational standards and effectiveness
  • the research agenda
  • against fragmentation.

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