National curriculum assessment in England: “Driving up standards”?
Notwithstanding the acknowledged importance of other outcomes of schooling, the quality of England’s education system is considered by its national politicians to be reflected primarily in students’ standards of academic attainment, with PISA survey results currently serving as the primary quality i...
Guardat en:
| Publicat a: | URI:https://journals.openedition.org/ries, |
|---|---|
| Autor principal: | |
| Format: | Article ou chapitre numérique |
| Idioma: | Anglais |
| Publicat: |
Revue internationale d'éducation de Sèvres
2022
|
| Matèries: | |
| Accés en línia: | Accès Université d'Orléans et IFPM Accès Université d'Orléans et IFPM |
| Sumari: | Notwithstanding the acknowledged importance of other outcomes of schooling, the quality of England’s education system is considered by its national politicians to be reflected primarily in students’ standards of academic attainment, with PISA survey results currently serving as the primary quality indicator. The country has a very long history of domestic system monitoring, that predates the international survey programmes. It began with relatively benign periodic sample-based attainment surveys through the 1950s to 1980s, evolving in the late 1980s into annual cohort assessment, with the introduction of a national curriculum and associated statutory assessment, and a new focus on school accountability as a vehicle for ‘driving up standards’. The article briefly charts developments to the present day. |
|---|