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ERIC Number: ED202900
Record Type: Non-Journal
Publication Date: 1980-Mar
Pages: 14
Abstractor: N/A
Reference Count: N/A
Faculty Development and Current Problems in Accountability in Great Britain.
Gooding, C. Thomas
In an attempt to identify classroom teacher views of national achievement testing, and to examine potential implications for classroom practice and faculty professional development, 124 teachers in Great Britain were surveyed. Data gathered from the survey indicated: (1) 65% of the teachers were generally opposed to national achievement testing in the schools; (2) 60% said that if national achievement testing were put into practice, they would prefer utilizing criterion referenced evaluation rather than norm referenced tests; (3) two-thirds indicated that they would increase their direct test review time; (4) 50% believed that a system of national achievement testing could lead to a more test oriented curriculum; (5) the majority believed that they have not been adequately informed or consulted with respect to the design of the Assessment of Performance Unit (APU) test; and (6) 45% reported that they were concerned that the testing of their students could possibly result in a scheme of faculty evaluation which would be based in part on how well their students performed on the national tests. (RL)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (Great Britain)