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| Autor/in | Marsh, Chloe |
|---|---|
| Titel | Poetry and Assessment: An Investigation into Teachers' Perceptions of the Impact of Closed Book Examinations on Teaching and Learning at GCSE |
| Quelle | In: English in Education, 51 (2017) 3, S.275-293 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0425-0494 |
| DOI | 10.1111/eie.12158 |
| Schlagwörter | Teacher Attitudes; Tests; Student Evaluation; Exit Examinations; Secondary School Students; Secondary School Teachers; Foreign Countries; Poetry; English Instruction; Educational Change; Outcomes of Education; Creativity; Test Validity; United Kingdom |
| Abstract | In 2015 the government initiated reforms to English Literature which included a shift from open book to closed book examinations. This change, now being implemented in schools, has been overlooked in research and policy discourse. This study compares government intentions for the reforms with teachers' experiences of teaching poetry, using data drawn from interviews with seven teachers. Teachers felt the demands of closed book examinations affected their autonomy, distribution of classroom time and students' creative relationship with poetry. This study raises questions as to whether closed book examinations are appropriate for assessing poetry and are conducive to a fulfilling poetry education. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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