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| Titel: |
Value-added Attacks: technical issues in reporting national curriculum assessments |
| Auteur: |
Wiliam, Dylan |
| Verschenen in: |
British educational research journal |
| Paginering: | Jaargang 18 (1992) nr. 4 pagina's 329-341 |
| Jaar: |
1992 |
| Inhoud: |
In 1987 the British government announced its intention to introduce a national curriculum for all students of compulsory school age, with formal assessments being carried out at the ages of seven, 11, 14 and 16, and reported on a common 10-point scale. The assumptions underlying the 10-point scale are examined, as is the way in which criterion-referencing is embodied in the assessment system. Implications of such a model for reporting the attainment of whole cohorts of students are examined and different ways of operationalising the idea of 'value-added' and their relative fairness are explored. Finally, implications about reporting and publishing aggregated school results are drawn for schools and local education authorities. |
| Uitgever: |
Routledge |
| Bronbestand: |
Elektronische Wetenschappelijke Tijdschriften |
Details van artikel 9 van 9 gevonden artikelen
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