Assessment And Testing In The Primary School (School by Colin Conner

By Colin Conner

Following the creation of evaluation and checking out into the nationwide Curriculum, the writer concurs that a few type of evaluation and tracking of development is a basic portion of solid basic perform. He demonstrates the worth of reflecting

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Additional info for Assessment And Testing In The Primary School (School Development and the Management of Change Series, No 8)

Sample text

The Secretary of State for Education, at the North of England Conference in January 1987, described the English education system as one of those institutionalized muddles that the English have made peculiarly their own! He went on to introduce the well-worn comparison with our European competitors: In England we are eccentric in education as in many other things. For at least a century our education system has been quite different from that adopted by most of our European neighbours. They have tended to centralize and standardize.

Ted Wragg offers an alternative: SEAC Identify the S of A your lesson will promote Note carefully opportunities for children to demonstrate achievement Focus upon the performance, looking for evidence of achievement Offer the child a chance to discuss what the activity was for and what was achieved Record what you have identified as noteworthy Modify your teaching plan for the child, if necessary, to manage the next stage of learning WRAGG Is this monumental bullshit really necessary? No one who applies it to the letter will remain sane For goodness sake, throw it in the bin and start again Only twenty-five hours a day will be needed Radically reduce the bureaucracy More teachers will quit the profession if you don’t (Times Educational Supplement, 10 Feb .

But does all testing need to be so negative? By the introduction of national testing with the current legislation (Education Act 1988), are we in danger of developing disenchanted and alienated individuals at progressively earlier ages? Desmond Nuttall has commented, for example that: The dangers of reinforcing failure from an early age are particularly acute for the disadvantaged, those with special educational needs and generally for those aged 7 (or thereabouts)…the experience of testing such young children with national tests is negligible.

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