NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ925776
Record Type: Journal
Publication Date: 2011-Mar
Pages: 9
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0191-491X
Assessment for Learning in the Accountability Era: Empirical Evidence from Scotland
Hutchinson, Carolyn; Young, Myra
Studies in Educational Evaluation, v37 n1 p62-70 Mar 2011
In many European languages, the words "assessment" and "evaluation" are synonymous, but in English the two terms are used differently. Educational "assessment" is learner-focused and part of professional pedagogy, relating directly to the accountability of practitioners and schools to learners and their families. Educational "evaluation" is understood to be a parallel and linked process, relating to the quality of national policy and of provision and practice in establishments, part of accountability to the wider public. In Scotland, assessment policy has been focused on aligning "assessment for learning" and "assessment for accountability" for nearly a decade and policy guidance has been based on the principle that formative and summative uses of information can apply as well to system evaluation as to school-based assessment. Self-evaluation has been increasingly emphasized, promoting better understanding of the role of continuous review in supporting and improving education. In theory, the two processes of assessment and evaluation should align without difficulty as "intelligent accountability" and together should act as a powerful driver for improved educational outcomes. However, achieving alignment in practice, which requires good professional relationships and mutual trust in different communities of practice, as well as shared understanding and expectations, has proven to be very hard to achieve. This article will show the progress that has been made with alignment; indicate where there have been difficulties and why; and suggest that several important factors need to be acknowledged if alignment is to be achieved. (Contains 2 figures and 1 table.)
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (Scotland)