English National Curriculum Assessment: A Commentary from the USA--Or Exhibiting Kindness to the Colonies

Autor/in	Popham, W. James
Titel	English National Curriculum Assessment: A Commentary from the USA--Or Exhibiting Kindness to the Colonies
Quelle	In: Educational Research, 51 (2009) 2, S.265-268 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1881
Schlagwörter	Stellungnahme; National Curriculum; States Powers; Educational Assessment; Foreign Countries; Cultural Context; Elementary Secondary Education; Educational Policy; Policy Analysis; International Education; Comparative Education; Evaluation Methods; Educational History; Comparative Analysis; Federal State Relationship; State Government; Validity; Reliability; Educational Environment; Politics of Education; Educational Testing; United Kingdom; United States + Suchen Sie Ihr Suchwort? Education; assessment; Bewertungssystem; Ausland; Politics of education; Bildungspolitik; Politikfeldanalyse; Internationale Erziehung; Vergleichende Erziehungswissenschaft; History of education; Bildungsgeschichte; Bund-Länder-Beziehung; Gültigkeit; Reliabilität; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Educational policy; Großbritannien; USA
Abstract	Against a shifting set of assessment preferences in the US regarding whether educational assessment should continue to be a states rights game or become a federally dominated undertaking, the publication of five first-rate analyses about England's national curriculum assessment (NCA) is particularly propitious. Taken together, these five papers (Whetton 2009; Stobart 2009; Newton 2009; Wyse and Torrance 2009; Green and Oates 2009) in this special issue of "Educational Research" provide an insightful collection of views regarding the perils and payoffs of national educational assessments. Although the author thought the five papers, separately and in concert, were terrific, he is among those who view history's and other nations' "lessons" with great wariness. An assessment approach that might have worked wonderfully in England at a particular moment in time, and under the direction of an adroit administrator, might prove disastrous in the US if administered at a different time by a less adept leader. NCA "lessons" dare not be transplanted unthinkingly to other nations. If one remains alert to the possibility of such differences, the five papers about NCA are simply brimming with thought-provoking ideas over which some serious mulling is surely warranted. Here, the author shares a few words about each paper. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10