Assessment Innovation and Reform in France

Autor/inn/en	Jeantheau, Jean-Pierre; Johnson, Sandra
Titel	Assessment Innovation and Reform in France
Quelle	In: Assessment in Education: Principles, Policy & Practice, 27 (2020) 3, S.290-308 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0969-594X
DOI	10.1080/0969594X.2019.1577218
Schlagwörter	Educational Change; Student Evaluation; Evaluation Methods; Economic Factors; Profiles; Teacher Evaluation; Accountability; Educational Trends; Foreign Countries; Educational Policy; Systems Approach; Standards; Educational Innovation; Achievement Tests; International Assessment; Secondary School Students; Reading Achievement; Grade 4; Reading Tests; Elementary Secondary Education; Mathematics Achievement; Mathematics Tests; Science Tests; Science Achievement; Adult Literacy; Educational Attainment; Summative Evaluation; France; Program for International Student Assessment; Progress in International Reading Literacy Study; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Bildungsreform; Schulnote; Studentische Bewertung; Ökonomischer Faktor; Charakterisierung; Profilanalyse; Teacher appraisal; Lehrerbeurteilung; Verantwortung; Bildungsentwicklung; Ausland; Politics of education; Bildungspolitik; Systemischer Ansatz; Standard; Instructional innovation; Bildungsinnovation; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Leseleistung; School year 04; 4. Schuljahr; Schuljahr 04; Lesetest; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Bildungsabschluss; Bildungsgut; Frankreich
Abstract	The last two decades have seen fast-moving and wholescale changes in the ways that education is now provided in French schools, in the nature of learner assessment, and in the form and scale of system evaluation. Innovation and reform have in part followed international trends, themselves triggered by the global impact of the international attainment surveys, and are in part a response to growing economic pressures, EU initiatives and increasingly burdensome examination logistics. One of the most recent reforms, and arguably the most dramatic, concerns the iconic 'academic' "baccalauréat," which sees a reduced subject profile for formal examination and the new addition of teacher assessment to complement examination achievements. The most ambitious innovations are arguably those introduced into the newest form of accountability-focused system monitoring. The article overviews these innovations and reforms, along with the motivations that led up to them, and briefly reflects on potential future consequences, both expected and unintended. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01