Policy and the Standards Debate: Mapping Changes in Assessment in Mathematics

Autor/inn/en	Lerman, Stephen; Adler, Jill
Titel	Policy and the Standards Debate: Mapping Changes in Assessment in Mathematics
Quelle	In: Research in Mathematics Education, 18 (2016) 2, S.182-199 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1479-4802
DOI	10.1080/14794802.2016.1174620
Schlagwörter	Mathematics; Mathematics Instruction; Mathematics Education; Mathematics Curriculum; Comparative Analysis; Foreign Countries; National Curriculum; Achievement Tests; Elementary Secondary Education; Mathematics Achievement; Mathematics Tests; Science Tests; International Assessment; Science Achievement; Secondary School Students; Standards; South Africa; United Kingdom; United Kingdom (England); United Kingdom (Wales); Program for International Student Assessment; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Mathematik; Mathematics lessons; Mathematikunterricht; Mathematische Bildung; Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Sekundarschüler; Standard; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik; Großbritannien
Abstract	The influences on governments for policy changes in schools range across many agencies, including the political party in power. When policies change, the sources of these influences are not always clear. The project whose work is presented in this special issue examines what these changes look like in terms of the differences in assessment tasks of school pupils' mathematics, over time. In this article we attempt to develop a graph, which we argue will have general applicability internationally, that can help to reveal the sources and nature of those influences. We construct the graph in interaction with an examination of the most recent changes in two countries. We argue that our analysis is a necessary complement to the project's findings in that it enables us to identify the fields of recontextualisation, their relative strengths in terms of influence and hence conjecture their impact on the mathematics curriculum. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01