School Assessment Policy and Practice in Belgian Secondary Education with Specific Reference to Vocational Education and Training

Autor/inn/en	Verhoeven, Jef C.; Devos, Geert
Titel	School Assessment Policy and Practice in Belgian Secondary Education with Specific Reference to Vocational Education and Training
Quelle	In: Assessment in Education: Principles, Policy and Practice, 12 (2005) 3, S.255-274 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0969-594X
Schlagwörter	Secondary Education; Secondary School Teachers; Teacher Attitudes; Student Evaluation; Formative Evaluation; Summative Evaluation; School Policy; Vocational Education; Testing; Educational Policy; Foreign Countries; Belgium + Suchen Sie Ihr Suchwort? Sekundarbereich; Lehrerverhalten; Schulnote; Studentische Bewertung; Schulpolitik; Ausbildung; Berufsbildung; Testdurchführung; Testen; Politics of education; Bildungspolitik; Ausland; Belgien
Abstract	Based on a survey among 1274 secondary school teachers in Flanders (Belgium), this paper describes the relationship between the assessment practices and forms of assessment policy (testing culture or assessment culture) and between forms of general school policy (student-oriented or achievement-oriented) and forms of assessment policy that teachers experience. Reviewing teachers' attitudes towards assessment policy, it is clear that teachers are not convinced that most schools have a clear concept of an assessment policy. This is the case even though about 82% of the teachers claim to know what the vision of the school on assessment is. The main characteristics of the assessment process lead us to conclude that teachers still live in the testing culture. Although the testing culture exerts a very strong influence over schools, the school policy shows an opening towards an assessment culture. Indeed, a student-oriented policy is more present than an achievement-oriented policy. This distinction is important because a student-oriented policy might bring teachers closer to an assessment culture. Our data show that teachers have a different opinion about this depending on the education sector in which they work and the subject they teach. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10