ERIC Number: ED475833
Record Type: Non-Journal
Publication Date: 2003-Apr
Reference Count: N/A
Educational Accountability in England: The Role of Assessment.
Gipps, Caroline V.
This paper discusses the role of assessment in educational accountability in England. A national curriculum was introduced in England and Wales in 1988, and national assessment against the national curriculum was introduced progressively from 1990. Students are assessed at the end of the key stages (at ages 7, 11, and 14) using a combination of external tests and tasks, and by teachers' own assessment judgments. At age 16, assessment is through examinations set and marked by a number of Examination Boards under the regulation of the Qualifications and Curriculum Authority (QCA). At the end of compulsory schooling at age 16, the General Certificate of Secondary Education Examinations are taken. Recent changes have divided the General Certificate of Education: Advanced Level examinations into A1 and A2 tests. Whether all this assessment is making schooling better in England is a question that must be considered. Scores are rising on examinations and tests, but teachers are feeling the pressure of these examinations, and teacher morale is suffering. The impact on student motivation is subtle and complex, and difficult to evaluate. Research supports the view that students are increasingly concerned with the testing system. There are two positive outcomes of the climate of over-emphasis on testing: an increased push for formative assessment for learning and improved performance on some international examinations. (Contains 21 references.) (SLD)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)