Index
Locators in italics refer to figures and tables.
A levels 106
accountability 4, 118; assessment for learning 74; examination results 108-9, 112–13; moderation systems 99; self-evaluation 13, 14–15, 25, 30–1; students 36; work of Stenhouse 197, 205
achievement, definition 114–15; see also attainment; Records of Achievement schemes
acquisition metaphor (AM) 166
adult learners 162
Advanced Extension Awards 109
Advanced Subsidiary (AS) 106
advisers, to schools 154
Advisory Council on Assessment and the Curriculum for Wales (ACAC) 90
anthropological approaches 3, 42, 125
apprenticeship models 132
assessment, definition 3; see also validity of assessment
assessment for learning (AfL) 6, 74–7, 117, 118, 121–3; democratic evaluation 71, 72; learning how to learn project 141, 144, 151, 153–4, 155, 182; and principles of pedagogy 160, 164–5, 171, 173–4; purpose of 78; sociocultural approach 126–33; Teaching and Learning Research Programme 7–8; work of Stenhouse 207–8; see also formative assessment
Assessment for Learning: beyond the black box (ARG) 6
assessment of learning 6, 118; class of 2000 104–7; criteria for 4, 35–6, 80; democratic evaluation 72; historical context 110–12; vs. lifelong learning 95, 98, 122; moderation systems 94–6, 97–8; next generation 107–10; by peers 79–80, 82; political context 112–15; purpose of 78; Records of Achievement schemes 52–8; student involvement 7, 23, 66–72, 79–84, 81; by teachers 65–72; Teaching and Learning Research Programme 162–3, 174; theoretical foundations 123–6; validity 69, 71, 105; work of Stenhouse 192, 205–8; see also examinations; self-assessment; summative assessment
Assessment of Significant Learning Outcomes (ASLO) 172–3
Assessment Reform Group 116, 117, 160, 172, 205–6
attainment: measurement of 104–7; moderation systems 97–8; vs. progress 40, 87; targets 84, 94–5, 97–8, 113, 202, 205; Teaching and Learning Research Programme 162–3
audit systems: see moderation systems
Auld Report 4
authority-based evaluation 4, 31–2, 32–3
autonomy, learning 141, 144, 146–8, 153, 174, 182
Autumn Package (DfEE) 112–13, 114
Bakhtin, M. 170
barriers to student learning 43, 145
Basic Principles of Curriculum and Instruction (Tyler) 195
Beattie, A. 38
behaviourist theory of learning 7, 84–5, 123–4; rejection of 126–7, 131; work of Stenhouse 193–201, 203, 205–6
Bernstein, Basil 164
Beyond the Numbers Game (Hamilton et al) 3, 42
birth control 39
Blair, Tony 113
Bristol University 51
British Educational Research Association (BERA) 59–60
Bruner, J. 124, 194, 198, 201, 204
bullying 43
Callaghan, James 202
Cambridge Accountability Project, 31
certification 51–2; see also Records of Achievement schemes
Changing Teacher Roles, Identities and Professionalism (C-TRIP) 181, 182, 183
ChildLine 107
Children’s Work Assessed (SEAC) 99
Classroom Action Research Network (CARN) 22
classrooms 132; learning how to learn project 139, 140, 143, 147, 153, 155; relationships in 176; use in research 17–18, 42, 179, 194
Coalition government (2010 to present) 5
Coalition of Essential Schools (CES) 127–9, 207
cognitive abilities 172
cognitive theory of learning 75, 85–7, 121, 124, 167
collegial management 26, 29-31, 30
community 132
Complexity of Learning (Eraut) 166
comprehensive schools 192, 201-2
computer usage 170, 178–9, 183
concept-mapping 86
Confederation of British Industry 55
Confucius 112
consequential validity 78
Conservative government (1979–1990) 4, 5, 56, 113
constructivist theory of learning 75, 85-7, 121, 124, 167
Consulting Pupils about Teaching and Learning (TLRP project) 175
Consulting Pupils on the Assessment of their Learning (TLRP project) 174
content analysis 23
continuing professional development (CPD) 142, 148, 155, 182
contraception 39
contractual accountability 31
core subjects 99–100; focus on 114; at GCSE level 106; in Standard Assessment Tasks 104; in teacher assessments 105; see also individual subjects by name
cost issues: see funding issues
Crittenden, B. 199
cultural knowledge 166
curriculum 3; and accountability 74, 118; class of 2000 104–7; compulsory subjects 106; Dearing Review 99–101; development movement 13; evaluation of 17, 36; formative assessment 84–5; incorporating teachers observations 75–6; moderation systems 95; pedagogy 164–74; and Records of Achievement schemes 54–5; reforms 5, 37; self-evaluation 23, 25; work of Stenhouse 192–3, 199–203
Curriculum Development: theory and practice (Taba) 195
curriculum workers 192
Dearden, R. F. 141
Dearing, Sir Ron 86, 92, 96, 99-101, 105, 112
declarative knowledge 166
deconstructionism 123
deep learning 115
definitions: achievement 114–15; assessment 3; evaluation 3; formative 6; health 37–8; negotiation 69-70; pedagogy 161; summative 6
democratic evaluation 3–4, 18-19, 50, 59, 71
democratic political system 184
Dental Health Advisory Panel 39
Department for Education and Employment (DfEE) 112
Department for Education (DfE) 94
Department of Education and Skills (DES) 51–9
deputy headteachers 19
Dewey, J. 148, 168, 177, 201, 203
dialogue 4, 52, 65–72, 72, 170–1
discrimination 45
documentary evidence 23
double loop learning 148
dumbing down 206
Dweck, C. S. 175
dynamic assessment 126
East Anglia 92–3, 94, 98, 102, 129-31
East Sussex Accountability Project 31
economic productivity 157
Education Act (1980) 28
Education and Inspections Act (2006) 160
Education Reform Act (1988) 53
educational assessment: see formative assessment
educationalists 1
Edwards, Anne 167
Effective Pre-School and Primary Education (EPPE) 170, 182, 183
Elliott, J. 17–18, 59, 181, 192
empirical-rational strategies 14
engagement 162, 175–6, 177, 183
Enlightenment thought 165, 205
environment, learning: see learning environment
epistemology, social 203
essays, as form of assessment 206–8
ethnographic approaches 42, 175
European Commission 156
evaluation 5, 88; definition 3; democratic 3–4, 18–19, 50, 59, 71; as illumination 4, 42; for policies 50–60; research 94; strategies 45–6, 46; Task Group on Assessment and Testing 110–15; work of Stenhouse 193, 206, 207; see also self-evaluation
Every Child Matters 164, 177-8
Evidence-based Practice in Science Education (EPSE) 166, 169, 184
evidence-informed principles 158, 160–1
examination boards 106
examinations 6; GCSEs 75, 82, 104, 106, 109, 146–7; historical context 110; vs. lifelong learning 122; objectives model 196; prioritisation of 108–9, 114-15; process model 205; SATs 76, 95, 104, 105, 108–9; and student stress 106–7, 112–13, 117, 118, 182; Teaching and Learning Research Programme 172; teaching for 95, 98, 182; use in selection processes 112
Excellence in Cities initiative 108
Exemplification of Standards 90
experience (learning): principles of pedagogy 165, 168–70; social backgrounds 176; sociocultural theory of learning 177; students 4, 40–3, 174
expressive objectives 197
extended professionality 15
fact learning 37, 85, 122, 166, 194
feedback (student-teacher) 78-9
Feinstein, L. 177
Field, J. 176
First Generation Assessment 7
fMRI (functional magnetic resonance imaging) scans 169
formative assessment 75–82; contemporary context 115–17; vs. summative assessment 87–8, 89–91, 100, 116; theories of learning 84–7; work of Stenhouse 207–8; see also assessment for learning
free market in education 74, 113
funding issues: and curriculum 3; moderation systems 101–2; professional development of teachers 153; Records of Achievement schemes 4, 56; research 59–60
further education 106
games, as educational tool 75–6
Gardner, H. 168
gatekeepers of knowledge 166
GCSEs (General Certificate of Secondary Education): 5A* to C grades 106, 146–7; coursework 82; examinations 75; introduction of 104, 106; political context 109
General National Vocational Qualification (GNVQ) 82, 106
globalisation 8
Goldman, A. 203
governments: attitudes to education 112–15; Coalition (2010 to present) 5; Conservative (1979–1990) 4, 5, 56, 113; and examination system 109–10; grade targets 6–7; New Labour (1997–2010) 113, 124, 164, 177–8; role in context criteria 43–4; see also policies
grades: 5A* to C GCSEs 106; formative assessment 84; formative value 79; targets 6–7; understanding meaning of 105
grassroots activities 4
Harlen, W. 196
headteachers: adhering to policy 183; and moderation systems 94; role in self-evaluation 19
health education 35, 37–9, 43–5
Health Education Council 39
Her Majesty’s Inspectors (HMI) 92–3
Higher Education (HE) 28–9, 30, 162
Hirst, Paul 195
historical context: critical action research 45; examinations 110–12; recognising achievement 51–2; self-evaluation 13; sociocultural theory 124–5
home environment 178
Home-School Knowledge Exchange (HSKE) project 178
Humanities Curriculum Project (HCP) 9, 13, 192, 200, 201–2, 206, 207
Identity and Learning Programme (TLRP project) 175
illuminative evaluation 3
individual freedoms 43
individuality 125
induction 198
infant schools 98
information: acting on 39; and democratic evaluation 71; dissemination within schools 26; see also public information
information revolution 87
Information Technology (IT) 170, 178–9, 183
initial teacher training (ITT) courses 155, 182
initiation 198
Innovations for a Values- based Approach to Teacher Education project 182
INSET (In-Service Training) courses: learning how to learn project 142; self-assessment 83
INSET (In-Service Training) providers 28–9
inspections 7; see also moderation systems; Office for Standards in Education
institutionalisation 16
institutions: see schools
instruction 198
instructional objectives 197
intellectual capital 152
intellectually honest enquiry 194, 198
Intensive Quantities (TLRP project) 183–4
InterActive Education (TLRP project) 178–9, 183
interactive strategies 171
International Encyclopedia of Education (Peterson) 121
Internet 130, 132, 149–50, 200
Inter-Play (TLRP project) 170
interpretative theory 27
An Introduction to Curriculum Research and Development (Stenhouse) 9, 192
Italy 114
job satisfaction, teaching 182
Journal of Curriculum Studies (Shulman) 151
Key Stages: KS1 6, 96–7, 100, 104, 107; KS2 104–5, 108–9, 166; KS3 90, 105, 106, 109; KS4 105, 106, 107, 109; KS5 106; quality assurance 92
knowledge: constructivist theories 85–6; deep vs. surface 115; and economic success 113; principles of pedagogy 165, 166; professional 169; subject-specific 151; work of Stenhouse 193–4
Knowledge and Control (Young) 203
Labour government (1997–2010) 113, 124, 164, 177–8
leadership 148–9, 150, 152–4, 183
learner-centred teaching 41, 54, 57, 58
Learning and Skills System (LSS) 184
learning autonomy 141, 144, 146–8, 153, 174, 182
learning difficulties 68, 75–6, 80
learning environment 4; improvement of 117; success 43–7; for teachers 180; in the workplace 162
learning how to learn (LHTL) project 139–43, 140, 142, 143; leadership 183; learning autonomy 171; practice and policy 150–6, 181–2; role of teachers 143–50
Learning Lives (TLRP project) 175
learning oriented students 107
learning outcomes 7, 27, 127; for life 123; and principles of pedagogy 163–4, 166, 172, 173, 174–5; self-assessment 83; work of Vygotsky 125
learning process 121, 129, 132, 177, 178, 181; see also theories of learning
learning talk 171
learning theories: see theories of learning
learning with understanding 85, 87
legal issues 56
lesson planning 145
lifelong learning 87, 114–15, 118; vs. assessment 95, 98, 122; learning how to learn project 140, 155–6; pedagogy 164; teaching for 123
literacy skills 90, 166, 177; see also core subjects
Local Education Authority (LEA): accountability 74; Auld Report 4; and examination results 113; moderation systems 92, 94, 96–7; records of achievement 4, 58
London Institute of Education 7
Lower Attaining Pupils Programme (LAPP) 51
Major, John 113
Man: A Course of Study (Bruner) 194, 200
management, schools 17, 26, 29–33, 146, 147, 183
Manchester Grammar School 201
Mantle of the Expert (MoE) 129–30
marketing strategies 43
mathematical ability: see numeracy
meta-analysis 158
meta-cognitive skills 79, 82, 124, 140
methodology (research) 1
The Methodology of Evaluation (Scriven) 6
minority groups 45
moderation systems 92–4; Dearing, Sir Ron 99–101; policy context 94–6; quality assurance 101–2; in schools 96–9; Task Group on Assessment and Testing 111; see also quality assurance
moral accountability 31
moral education 3
morbidity rates 38
mortality rates 38
motivation, learning 175; certification 51, 52; examination results 112; group work 176; learning difficulties 75; setting own tasks 82; student feedback 69, 70, 91
MRI (magnetic resonance imaging) scans 169
narrative review 160
National Council for Vocational Qualifications (NCVQ) 57
National Curriculum Assessment (NCA) 5, 84–5, 205; formative purpose 116; moderation systems 92
National Record of Achievement (NRA) 5, 57, 84, 106
National Strategies 155
national tests (STs) 96, 97, 99–100
National Vocational Qualifications 84
naturalistic inquiry 71
negotiation in assessment 65–72, 72
Networked Learning Communities 154
New Labour government (1997–2010) 113, 124, 164, 177–8
Newsom Report 51
non-academic secondary schools 201
normative-reeducative strategies, 14
Northern Ireland 182
Norwood Report 51
numeracy 75–6; self-assessment 83; Standard Assessment Task 104; Teaching and Learning Research Programme 166, 184; teaching process 172–3; see also core subjects
Nuttall, D. 112
objectives model 193–201, 203, 205–6
Office for Standards in Education (OFSTED) 102, 107; and accountability 113; assessment for learning 117; role in England 154
Open University 1, 3; dialogue in student assessment 66–9; Pilot Records of Achievement In Schools Evaluation 51; work of Stenhouse 192
PACE (Primary Assessment, Curriculum and Experience) 106, 109, 114
participant observations 42
participation metaphor (PM) 166
pastoral care provision 35; context criteria 43–5; evaluation of 36–7, 39–40, 47; vs. examination results 108–9
pedagogy 7, 121, 122, 157–8, 185–6; curriculum and assessment 164–74; educational values and purposes 162–4; personal and social processes and relationships 174–9; teachers and policies 179–85; Teaching and Learning Research Programme 157, 158–62, 159; work of Stenhouse 195, 203–5
Performance and Assessment (PANDA) 113
performance criteria 84
performance orientation 163; students 107, 115, 118; teachers 145, 146–7
performativity 115
Personal, Social and Health Education (PSHE) 35
Personal and Social Education: see PSE
personal autonomy 43
personal knowledge 166
Philosophy of Education Society 163
Physical Education (PE) 85
Pilot Records of Achievement In Schools Evaluation (PRAISE) 50–1, 53–5, 57–9, 60
policies: and formative assessment 117; grade targets 6–7; influence of research 1, 5, 50–60, 173–4; learning how to learn 155–6; and pedagogy 183–4; Records of Achievement schemes 5; role of Task Group on Assessment and Testing 112; in schools 16; systems of moderation 94–6
political context 5, 113–14; assessment for learning 74; and principles of pedagogy 158, 160, 163, 171, 197; self-evaluation 13, 14, 18; Task Group on Assessment and Testing 110–11
portfolio assessment 75; Dearing Review 101; introduction of 104; and parental involvement 99
positivist theory 27
poverty 39
power-coercive strategies 14
practitioner enquiry movement 175
practitioner research 181
prejudice 45
Primary Assessment, Curriculum and Experience (PACE) project 106, 109, 114
primary schools 98; see also Key Stages
principles of pedagogy: see pedagogy
principles of procedure 195
procedural knowledge 166
process criteria 4, 26–7, 30, 40–1
Process Evaluation in Schools (Simons) 16–17
professional accountability 31
professional development, teachers 7, 9, 14–16; constructivist theories 86; learning from one another 151–2, 154; learning how to learn project 142, 147, 148, 155; limitations on 17–18; moderation systems 101; networking 149–50, 152; self-evaluation 25, 31, 33–4; Teaching and Learning Research Programme 180–2
professional knowledge 169
progress (students) 51, 52, 55, 75, 87–9, 101
progressivism 114
PSE (Personal and Social Education) 35; context criteria 43–5; evaluation of 36–7, 39–40, 47
PSHE (Personal, Social and Health Education) 35
psychometric models 132
psychometric testing 197
public information 5; Key Stage 3 105–6; league tables 107; and policy-making 50, 59; school self-evaluation 22–3
Pupil Consultation (TLRP project) 183
pupils: see students
Qualifications and Curriculum Authority (QCA) 106, 108
qualitative analysis 42, 171; learning how to learn project 142–3; student progress 79
qualitative research 177
quality assurance 6, 40, 57, 101–2; see also moderation systems
quality audit 92
quantitative analysis: as assessment instrument 42; learning how to learn project 142–3; Teaching and Learning Research Programme 158
Queensland (Australia) 7
raising of the school-leaving age (ROSLA) 201
rational management 26, 29–31, 30
realism 203
Records of Achievement National Steering Committee (RANSC) 53–8
Records of Achievement (RoA) schemes 4, 6; evaluation criteria 80; historical context 51–8; National Record of Achievement 57; pilot schemes 50–1, 53–5, 57–9, 60; politics 5, 75; purpose of 65; school self-evaluation 23; self-assessment 84
Reduce the Risk campaign 38, 39
regulation of learning process 150
relational agency 167
relationship between teaching and learning 161
relationships (teacher-student) 65–72, 176
reliability 171
research 1, 2, 4, 7–8; constructivist theories 86; evaluation strategies 45–6; formative and summative assessment 90; 116; funding issues 59–60; influence on policy 1, 5, 50–60, 173–4; moderation systems 92, 94; process evaluation 42; process vs. objectives model 193–201; school self-evaluation 22–9, 30; self-assessment 83; student vs. teacher experiences 42–3; by teachers 13, 42, 181, 200; see also Teaching and Learning Research Programme
Research Training Fellowship study (TLRP project) 177
responsibility-based evaluation 4, 31–2, 33
responsive evaluation 71
restricted professionality 15
results, examinations: see examinations
RoA: see Records of Achievement schemes
Rumbold, Angela 55
Ryle, Gilbert 166
SATs: see Standard Assessment Tasks
scaffolding structures 124, 126, 165, 170
scholarship: see research
school uniforms 47
schools 3, 16; accountability 14–15; conflicting priorities 108–9; league tables 6, 107; learning how to learn project 147, 147–8; links with higher education 28–9, 30; management 17, 26, 29–33, 146, 147, 183; moderation systems 96–9; organizational structures 26, 29–33, 30; political pressure on 115; primary 98; role in context criteria 44–5; secondary 28, 98, 148, 153, 178, 192, 201, 206; self-evaluation 13–20, 22–9
Schools Curriculum and Assessment Authority (SCAA) 90; Dearing Review 100–1; formative assessment 84–5; KS3 105; moderation systems 92
Schools Examination and Assessment Council (SEAC) 55; formative assessment 84–5; moderation systems 94, 96, 97
Schwab, J. 194
science 81; see also core subjects
scientific ability: Standard Assessment Task 104; Teaching and Learning Research Programme 169–70
Second Generation Assessment 7
secondary schools 28, 98, 148, 153, 178, 201; see also Key Stages
self-assessment (students) 7, 23, 79–80, 81; records of achievement schemes 84; student-teacher dialogue 66–72, 82
self-evaluation 3, 4; methodology 23–9; organizational structures 29–33; schools 13–20, 22–3, 154; teachers 14, 17–18, 24, 33–4
Shulman, L. S. 168
Simons, Helen 3–4, 14–15, 16–17, 19
Simpson, M. 86
situated theory of learning: see sociocultural theory of learning
skills 87; formative assessment 85; meta-cognitive 79, 82; revolution in 55; social 176–7
smoking 43
social cohesion 157
social constructivism 167
social context (learning) 85, 87, 177–8, 182
social epistemology 203
social norms: constraints on actions 43, 46–7; cultural backgrounds 176; establishing consensus 39
social science 200
social-anthropological approach 3, 42, 125
socialism 114
sociocultural theory of learning 7, 9, 118, 126–33; historical context 124–5; knowledge 166; Teaching and Learning Research Programme 167, 177, 178
Socrates 71
Spens Report 51
Stake, R. E. 47
Standard Assessment Task (SAT) 76; introduction of 104, 105; moderation systems 95; vs. pastoral care provision 108–9
Stansbury, D. 72
Statements of Attainment (SoAs) 104
Stenhouse, L. 8, 192–3, 208; classrooms 17–18, 194; practitioner enquiry movement 175; process model 193–201; professionality 15; significance today 201–8; teacher researcher 13, 42, 181
stress of examinations 106–7, 112–13, 117, 118, 182
STs (national tests) 96, 97, 99–100
student outcomes 4, 27, 36–40, 205; certification 51–2; limitations of 39–40
students: dialogue in assessment 65–72; examination stress 106–7, 112–13, 117; experiences 4, 40–3, 174; and group work 176; receiving feedback 78–9; self-assessment 23, 79–84; Teaching and Learning Research Programme 174, 175, 183
subject-specific teaching 168–70
success 4; evaluation criteria 35–6; learning environment 43–7; student experiences 40–3; student outcomes 36–40
suicide 107
summative assessment 69; vs. formative assessment 87–8, 89–91, 100, 116; see also assessment of learning
Taba, H. 195
targets (attainment): 5A* to C GCSEs 106; contemporary context 202, 205; formative assessment 84; policy context 94–5, 97–8; pressure on schools 113
Task Group on Assessment and Testing (TGAT) 74; Dearing Review 100; evaluative purpose 110–12; moderation systems 92, 93, 94–6
Teacher assessment (TA) 96, 97, 104, 105
Teacher Training Agency (TTA) 117
teachers: conflicting priorities 108–9, 112–13; Dearing Review 100; dialogue with students 65–72, 78–9, 80; as learners 143–52, 154, 179–80; moderation systems 98–9; observing student progress 75–7; pedagogy 165, 179–83; professionality 14–16; as researchers 13, 42, 181, 200; self-evaluation 14, 17–18, 24, 33–4; testing students 6, 7, 96, 112–13; and theories of learning 122–3; work of Stenhouse 193; see also professional development
teachers’ associations 117
Teaching and Learning Policy in Post-devolution UK Contexts (TLRP project) 183
Teaching and Learning Research Programme (TLRP) 7–8, 121, 204; curriculum and assessment 164–74; educational values and purposes 162–4; pedagogy 157, 158–62, 159; personal and social processes and relationships 174–9; teachers and policies 179–85
teaching methods 40–1, 123, 195
teaching talk 171
Technical and Vocational Education Initiative (TVEI) 51, 55–6
Technology Enhanced Learning (TLRP project) 178–9
tests: see examinations
theoretical research approaches 27
theories of learning 5, 7; and assessment practice 121, 123–6; constructivist 75, 85–7, 121, 124, 167; formative assessment 84–7; and professionality 15; see also behaviourist theory; sociocultural theory
Thinking Skills (TLRP project) 170, 183
Third Generation Assessment 7, 122, 127, 129–32
Thought and Language (Vygotsky) 204
tick-box approach 145, 154, 182
Tones, K. 44
traffic light communication 144
transactional psychology 168
Transforming Learning Cultures (TLRP project) 175
Transitions through the Lifecourse (TLRP project) 176
Tyndale affair 13
UK Assessment Reform Group 116, 117, 160, 172, 205–6
UN Convention on the Rights of the Child (1989) 175
United States 9, 122, 124; curriculum 203; objectives model 192, 196–7, 205; research approach 179; third generation assessment 127–9
University of Bristol 51
University of Cambridge 5, 7, 94
Using Assessment for School Improvement (James) 6
validity of assessment 171; democratic evaluation 71; formative 88; teacher-pupil dialogue 69
values-practice gaps 146, 147, 182
Variations in Teachers’ Work, Lives, and their Effects on Pupils (TLRP project) 182
Verma, G. 198
vocational assessment 84
Vygotsky, L. S. 124–6, 167, 170, 204
wait time 151
websites: learning how to learn project 152, 154; Teaching and Learning Research Programme 159, 179
wellbeing 157
Western thought 157
What Works Clearinghouse 179
Wider Benefits of Learning (WBL) 164, 177
workplace learning 162, 172, 184
World Health Organization (WHO) 37
World Wide Web 130, 132, 149–50, 200
Young, M. F. D. 203