Power, learning, and legitimation. Assessment implementation across levels in the United States and the United Kingdom.

Autor/inn/en	Firestone, William A.; Fitz, John; Broadfoot, Patricia
Titel	Power, learning, and legitimation. Assessment implementation across levels in the United States and the United Kingdom.
Quelle	In: American educational research journal, 36 (1999) 4, S. 759-793Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben 67; Tabellen 3
Sprache	englisch; englische Zusammenfassung
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0002-8312; 1935-1011
DOI	10.3102/00028312036004759
Schlagwörter	Empirische Untersuchung; Testanwendung; Testdurchführung; Schüler; Schülerleistung; Mathematikunterricht; Internationaler Vergleich; Durchführung; Leistung; Leistungsmessung; Großbritannien; USA
Abstract	Fieldwork conducted in two American states and in England and Wales helps to clarify the implementation of assessment policy at the central, local administrative ( school and district), and classroom levels. This article examines implementation from three perspectives. The power perspective suggests that formal sanctions can result in educators attending to assessments but that such sanctions are not likely to change practice alone. A second perspective highlights what educators need to learn in order to change practice and the shortage of opportunities to do so. The legitimacy perspective attends to the ways in which policymakers generate confidence in their institutions at different levels and the conflicting criteria for supporting institutions. We conclude that assessment policy is useful for promoting easily observable changes but not deep modifications of teaching practice. ( DIPF/ orig.)
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2001_(CD)