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50 Years of ERIC
50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ615851
Record Type: CIJE
Publication Date: 1999
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0002-8312
Power, Learning, and Legitimation: Assessment Implementation across Levels in the United States and the United Kingdom.
Firestone, William A.; Fitz, John; Broadfoot, Patricia
American Educational Research Journal, v36 n4 p759-93 Win 1999
Examines the implementation of educational assessment policy in the United States, England, and Wales from the perspectives of power, what educators need to learn, and legitimacy. Findings suggest that assessment policy is useful for promoting easily observable changes, but not for deep modifications of teaching practice. (SLD)
Descriptors: Educational Assessment, Educational Policy, Elementary Secondary Education, Foreign Countries, Learning, Program Implementation, Student Evaluation, Teaching Methods
Publication Type: Journal Articles; Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: England; Program Legitimacy; United States; Wales
Note: Research supported by the Spencer Foundation. Version of a paper presented at the Annual Meeting of the American Educational Research Association (Montreal, Quebec, Canada, April 19-23, 1999).