The development and consequences of national curriculum assessment for primary education in England
The development and consequences of national curriculum assessment for primary education in England
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英国初等教育国家课程评估的发展和后果
DOI：
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发表时间：
2009
期刊：
影响因子：
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通讯作者：
Harry Torrance
中科院分区：
文献类型：
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作者：
D. Wyse;Harry Torrance
背景：2008年，英格兰的初等教育达到了历史上另一个重要的发展阶段。 政府审查了小学课程和国家评估制度的某些方面。这些政府审查与剑桥大学的一项独立的初步审查相吻合，本文作者为该审查提供了一项研究调查。目的：本文的主要目的是回顾自1988年以来英国国家课程评价发展的研究和其他证据。 还提供了1988年以前的一些历史背景。证据来源：证据的主要来源是重要的调查研究，这些研究表明国家课程评估对教师和学生的影响。 主要论点：证据表明，在2000年之前，国家课程考试成绩有所提高，但随后趋于稳定。 研究证据揭示了在英国实施“高风险”国家评估系统的一些负面后果。结论：它的结论是，更加重视适当的形成性评估策略将有利于学生。 还建议以抽样制度取代高风险评估制度，以便在全国范围内评估教育进展情况。
Background: In 2008 primary education in England reached, historically, another important phase in its development. Government reviewed the primary curriculum and some aspects of the national system of assessment. These government reviews coincided with an independent Primary Review based at the University of Cambridge to which the authors of this article contributed one of the research surveys. Purpose: The main aim of the article is to review research and other evidence about the development of national curriculum assessment in England since 1988. Some historical background is also provided about the period pre-1988. Sources of evidence: The main source of evidence is significant research studies that have shown the impact of national curriculum assessment on teachers and pupils. Main argument: The evidence shows that there were gains in national curriculum test scores up to 2000 but that they then plateaued. The research evidence reveals a number of negative consequences of the implementation of a ‘high stakes’ national assessment system in England. Conclusions: It is concluded that greater emphasis on appropriate formative assessment strategies would be of benefit to pupils. The replacement of a high stakes assessment system with a system of sampling in order to evaluate educational progress nationally is also recommended.