Abstract
Recently assessment has been singled out as a key mechanism for monitoring and intervening in the educational process. In particular, claims are being made that new forms of assessment will be able to drive teaching and learning in more positive ways than was originally associated with narrower testing programs. This note reports on initial evidence from the National Assessment in England and Wales and highlights a number of problems in implementing new approaches to assessment in the context of national testing.
Get full access to this article
View all access options for this article.
References
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.