An Evaluation of the Potential Impact of Standardised Assessments on the Promotion of Pupil Autonomy in Scottish Education, from the Perspective of Dearden's View of Autonomy

Autor/in	Steel, Jill
Titel	An Evaluation of the Potential Impact of Standardised Assessments on the Promotion of Pupil Autonomy in Scottish Education, from the Perspective of Dearden's View of Autonomy
Quelle	In: Citizenship, Social and Economics Education, 18 (2019) 1, S.33-43 (11 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Steel, Jill)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1478-8047
DOI	10.1177/2047173419845057
Schlagwörter	Foreign Countries; Standardized Tests; Personal Autonomy; Educational Change; Educational Attainment; Educational Improvement; National Curriculum; Educational Policy; Ethics; Freedom; Self Efficacy; Well Being; Educational Philosophy; Childrens Rights; Formative Evaluation; Educational Environment; Individual Differences; Child Development; Play; Ideology; Professional Autonomy; Treaties; Teachers; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Ausland; Standadised tests; Standardisierter Test; Individuelle Autonomie; Bildungsreform; Bildungsabschluss; Bildungsgut; Teaching improvement; Unterrichtsentwicklung; Politics of education; Bildungspolitik; Ethik; Freiheit; Self-efficacy; Selbstwirksamkeit; Well-being; Wellness; Wohlbefinden; Bildungsphilosophie; Erziehungsphilosophie; 'Children''s rights'; Kindesrecht; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Individueller Unterschied; Kindesentwicklung; Spiel; Ideologie; Berufsfreiheit; Abkommen; Lehrer; Lehrerin; Lehrende
Abstract	Scotland is experiencing a period of radical educational transformation in the effort to raise attainment. Dearden argued for the promotion of autonomy in 1975 at another time of sweeping educational change. The principle of autonomy is firmly entrenched in Scotland's Curriculum for Excellence and seen as key to ensuring pupils develop a broad range of skills and capacities, and consequently fulfil their potential. However, while Scotland used to rank highly in international standings, it has plummeted to average in recent years, resulting in the introduction of the National Improvement Framework in attempts to address this worrying decline. Standardised assessments have been launched as part of the National Improvement Framework but have sparked a raft of criticism in the media and considerable debate in parliament. While the Scottish Government responded to concerns in a review document, this article assesses the issues from an entirely different standpoint. Utilising Dearden's perspective on autonomy, this article examines how commensurate standardised assessments are with Scotland's educational policy on autonomy. I contend there is little justification for the negative view of standardised assessments in principle, arguing that standardised assessments can promote autonomy rather than diminish it, on the proviso that conditions for applying standardised assessments are fully understood and resourced. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01