National Testing at Seven: What Can It Tell Us?

Autor/in	Gipps, Caroline
Titel	National Testing at Seven: What Can It Tell Us?
Quelle	(1992), (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; British National Curriculum; Educational Assessment; Educational Attainment; Elementary School Students; Evaluation Methods; Foreign Countries; National Competency Tests; National Programs; Performance Based Assessment; Political Influences; Primary Education; Standardized Tests; Student Evaluation; Test Reliability; Test Validity; Testing Problems; Young Children; United Kingdom + Suchen Sie Ihr Suchwort? Education; assessment; Bewertungssystem; Bildungsabschluss; Bildungsgut; Ausland; nicht übertragen; Leistungsermittlung; Political influence; Politischer Einfluss; Primarbereich; Standadised tests; Standardisierter Test; Schulnote; Studentische Bewertung; Testreliabilität; Testvalidität; Frühe Kindheit; Großbritannien
Abstract	The use of performance based evaluation on a national scale with 7-year-olds in the United Kingdom is described, and the impact of national assessment on teaching practice and implications of this type of assessment are considered. The national assessment program in the United Kingdom started in earnest in 1991 when all 7-year-olds were assessed by their teachers and by external tests, the Standard Assessment Tasks (SATs). The SATs are authentic performance assessments in English, mathematics, and science covering the first three levels of attainment in the national curriculum system in the United Kingdom. The impact of this assessment is being studied in a 32-school sample in a range of schools around the United Kingdom. The SATs represent authentic/performance assessments, and by and large they match the active process-based tasks that children accomplish in good elementary education. These tasks give teachers direct feedback and provide pointers toward a wider view of teaching and learning. Some problems of validity, reliability, and testing length exist. Other problems arise from the complexity of the underlying curriculum structure, the inappropriateness of the model for what was a national survey, and a harsh political climate for a new assessment. However, these problems should not deter the search for quality national assessment. Eight references are provided and one figure illustrates the discussion. (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC