Formative assessment of teaching and learning in primary schools
The context of this article is the education system in England and focuses on issues of accountability, measurement of standards, forms of assessment and the influence of those forms of assessment on pedagogy. These issues have major relevance to current international debate about teach...
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| Format: | Article |
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Universiti Kebangsaan Malaysia
2009
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| Online Access: | http://journalarticle.ukm.my/3405/ http://journalarticle.ukm.my/3405/ |
| Summary: | The context of this article is the education system in England and focuses on
issues of accountability, measurement of standards, forms of assessment and
the influence of those forms of assessment on pedagogy. These issues have
major relevance to current international debate about teaching, learning
and assessment. Since a National Curriculum was first introduced into
England in 1988, the teaching of that curriculum has been assessed by a
series of external (i.e., government produced) statutory summative tests at the
end of key stages of a pupil 's schooling. Because of the English government's
insistence on measuring schoolpelfomance through test outcomes, assessment
has become equated with "testing" and is seen by teachers as a means of
producing "scores" to measure standards rather than as a means to supply
continuous information for teaching and to support learning. This article
begins by looking at the origins of assessment for learning (AjZ) within the
national curriculum and assessment context in England. The authors
explained AjZS inclusion within the national policy and then described the
survey data and school visit reports which provide empirical evidence for
examining how AjZpolicy has been understood, implemented and whether it
has changed pedagogy during the jive years since its national introduction.
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