Back to the Future: A Return to Coursework Explored

Autor/in	Marshall, Bethan
Titel	Back to the Future: A Return to Coursework Explored
Quelle	In: English Teaching: Practice and Critique, 11 (2012) 4, S.54-69 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1175-8708
Schlagwörter	Foreign Countries; Grade 8; English Teachers; Course Content; Summative Evaluation; Secondary School Curriculum; English Curriculum; Literary Genres; Educational Assessment; Academic Standards; Evaluation Criteria; Difficulty Level; Test Reliability; Intuition; Literary Styles; Value Judgment; Writing Evaluation; United Kingdom; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; School year 08; 8. Schuljahr; Schuljahr 08; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Kursprogramm; Literarische Form; Education; assessment; Bewertungssystem; Schwierigkeitsgrad; Testreliabilität; Literarischer Stil; Werturteil; Großbritannien
Abstract	This paper examines the King's Oxfordshire Assessment Project, which took place in the UK and explored the use of coursework as a means of terminal assessment. In particular, it considers the findings of the six English teachers who were involved. In a standards-based curriculum all six teachers supported 100% coursework. The paper looks at how, in the ritual of atomised standards-based assessment, a basis for holistic coursework can be maintained. It considers the importance of guild knowledge within the system as well as the need for structural support. It considers also some of the difficulties that can be found with this type of assessment. (Contains 1 footnote.) (As Provided).
Anmerkungen	Wilf Malcolm Institute for Educational Research, University of Waikato. PB 3105, Hamilton, New Zealand. Tel: +64-7-858-5171; Fax: +64-7-838-4712; e-mail: wmier@waikato.ac.nz; Web site: http://education.waikato.ac.nz/research/journal/index.php?id=1
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10