New PDF release: Assessment And Testing In The Primary School (School

By Colin Conner

ISBN-10: 0203230337

ISBN-13: 9780203230336

ISBN-10: 0203496841

ISBN-13: 9780203496848

ISBN-10: 1850005516

ISBN-13: 9781850005513

ISBN-10: 1850005524

ISBN-13: 9781850005520

Following the creation of review and trying out into the nationwide Curriculum, the writer consents that a few type of review and tracking of development is a basic portion of strong fundamental perform. He demonstrates the price of reflecting

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

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Holt, 1987) TWO STEPS BACKWARDS, ONE STEP FORWARDS? 31 There clearly seems to be a difference of opinion between those who are professionally involved in the system at present and those who have a bureaucratic responsibility for the system. Clyde Chitty describes the differences between these two groups as follows: the professional approach, he suggests, …reflects a genuine concern with the quality of the teaching process and with the needs of individual children…It requires teachers who are wellmotivated, well-trained and skilled in identifying any specific learning problems for individual pupils.

I intend to ensure that schools will be perfectly free to adapt their teaching to new opportunities as they become available. (Times Educational Supplement, 25 September 1987) TWO STEPS BACKWARDS, ONE STEP FORWARDS? 37 Reactions from the Primary Sector With regard to assessment and testing in primary schools, critics of the current state of primary education are to be found in the higher echelons of Her Majesty’s Inspectorate, as the comment cited earlier by Eric Bolton, the Chief HMI, suggests: We lack broad agreement about how to describe and scrutinize the primary curriculum.

Hopkins, 1988) If this is all that is valued in education it is a narrow and impoverished view, and certainly contradicts the aims and intentions of many primary teachers. In this context, Simons has commented …‘breadth and balance’, so regularly intoned by ministers in justification of the foundation curriculum…is…fatally undermined by subjection to conventional achievement tests, which depend upon narrowly stipulative domains of learning. (Simons, 1988) It is already the case that a hierarchy is emerging within the National Curriculum.

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Assessment And Testing In The Primary School (School Development and the Management of Change Series, No 8) by Colin Conner

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