The development and consequences of national curriculum assessment for primary education in England

Educational Research

Volumn 51, Issue 2, 2009, Pages 213-228

  Wyse, Dominic ^a   Torrance, Harry ^b  

^a UNIVERSITY OF CAMBRIDGE   (United Kingdom)

^b MANCHESTER METROPOLITAN UNIVERSITY   (United Kingdom)

Author keywords

Assessment; Curriculum; Curriculum and assessment policy; Formative assessment; Primary education; Summative assessment

Indexed keywords

EID: 69249220806     PISSN: 00131881     EISSN: 14695847     Source Type: Journal    
DOI: 10.1080/00131880902891479     Document Type: Article

References (67)

1. Alexander, R.J. 2000. Culture and pedagogy: International comparisons in primary education. Oxford: Blackwell.
2. Ball, S. 1997. Policy sociology and critical social research: A personal review of recent education policy and policy research. British Educational Research Journal 23, no. 3: 257-74.
3. Ball, S. 2008. The education debate. London: Policy Press.
4. Black, P. 1994. Performance assessment and accountability: The experience in England and Wales. Educational Evaluation and Policy Analysis 16, no. 2: 191-203.
5. Black, P., R. McCormick, M. James, and D. Pedder. 2006. Learning how to learn and assessment for learning: A theoretical inquiry. Research Papers in Education 21, no. 2: 119-32.
6. Boyle, B., and J. Bragg. 2006. A curriculum without foundation. British Educational Research Journal 32, no. 4: 569-82.
7. Cox, C., and A. Dyson, eds. 1969. Black Paper 1: The fight for education.
8. Croll, P. 1996. Teachers, pupils and primary schooling. Continuity and change. London: Cassell.
9. Coffield, F., R. Steer, R. Allen, A. Vignoles, G. Moss, and C. Vincent. 2007. Public sector reform: Principles for improving the education system. London: Institute of Education.
10. Daugherty, R. 1995. National curriculum assessment: A review of policy 1987-1994. London: Falmer Press.
11. Department of Education and Science. 1977. Education in schools: A consultative document. London: HMSO.
12. Department of Education and Science. 1978. Primary education in England. London: HMSO.
13. Department of Education and Science (DES)/Welsh Office. 1988. National curriculum task group on assessment and testing: A report. London: DES/Welsh Office.
14. Department for Education and Skills. 2004. Excellence and enjoyment: A strategy for primary schools. London: DfES.
15. Department for Education and Skills. 2005. Higher standards, better schools for all. London: DfES.
16. Earl, L., N. Watson, B. Levin, K. Leithwood, M. Fullan, N. Torrance, et al. 2003. Watching and learning: OISE/UT evaluation of the implementation of the national literacy and numeracy strategies. Nottingham: DfES Publications.
17. Edwards, D., and N. Mercer. 1987. Common knowledge. London: Methuen.
18. Ellis, T., J. McWhirter, D. Colgan, and B. Haddow. 1976. William Tyndale: The teachers' story. London: Writers & Readers Publishing Co-operative.
19. English, E., L. Hargreaves, and J. Hislam. 2002. Pedagogical dilemmas in the national literacy strategy: Primary teachers' perceptions, reflections and classroom behaviour. Cambridge Journal of Education 32, no. 1: 9-26.
20. Fullan, M. 2001. Leading in a culture of change. San Francisco, CA: Jossey Bass.
21. Galton, M., B. Simon, and P. Croll. 1980. Inside the primary classroom. London: Routledge and Kegan Paul.
22. Galton, M., L. Hargreaves, C. Comber, and D. Wall. 1999a. Inside the primary classroom: 20 years on. London: Routledge.
23. Galton, M., L. Hargreaves, C. Comber, D. Wall, and T. Pell. 1999b. Changes in patterns of teacher interaction in primary classrooms 1976-1996. British Educational Research Journal 25, no. 1: 23-37.
24. Gipps, C., M. Brown, B. McCallum, and S. McAlister. 1995. Intuition or evidence? Teachers and national assessment of seven year olds. Buckingham: Open University Press.
25. Gretton, J., and M. Jackson. 1976. William Tyndale: Collapse of a school - or a system? London: George Allen & Unwin.
26. Hall, K., J. Collins, S. Benjamin, M. Nind, and K. Sheehy. 2004. Saturated models of pupildom: Assessment and inclusion/exclusion. British Educational Research Journal 30, no. 6: 801-17.
27. Halsey, A.H., J. Floud, and C.A. Anderson, eds. 1961. Education, economy and society. New York: Free Press.
28. Hamilton, L., B. Stecher, J. Marsh, J. McCombs, A. Robyn, J. Russell, S. Naftel, and H. Barney. 2007. Standards-based accountability under No Child Left Behind. Santa Monica, CA: Rand Education.
29. Hardman, F., F. Smith, and K. Wall. 2003. 'Interactive whole class teaching' in the national literacy strategy. Cambridge Journal of Education 33, no. 2: 197-215.
30. Harlen, W., and R. Deakin Crick. 2002. A systematic review of the impact of summative assessment and tests on students' motivation for learning (eppi-centre review, version 1.1z*. Research Evidence in Education Library. Issue 1. http://eppi.ioe.ac.uk/cms/Default.aspx?tabid=108 (accessed 9 January 2007).
31. Haviland, J. 1988. Take care, Mr Baker! London: Fourth Estate.
32. Hilton, M. 2001. Are the key stage two reading tests becoming easier each year? Reading April, 4-11.
33. James, M., P. Black, R. McCormick, D. Pedder, and D. Wiliam. 2006. Learning how to learn, in classrooms, schools and networks: Aims, design and analysis. Research Papers in Education 21, no. 2: 101-18.
34. Kispal, A. 2005. Examining England's national curriculum assessments: An analysis of the KS2 reading test questions, 1993-2004. Literacy 39, no. 3: 149-57.
35. Klein, S., L. Hamilton, D. McCaffrey, and B. Stecher. 2000. What do test scores in Texas tell us? Education Policy Analysis Archives 8, 49. http://epaa.asu.edu/epaa/v8n49/
36. Lauder, H., P. Brown, J. Dillabough, and A.H. Halsey, eds. 2006. Education, globalisation and social change. Oxford: Oxford University Press.
37. Levacic, R., and A. Marsh. 2007. Secondary modern schools: are their pupils disadvantaged? British Educational Research Journal 33, no. 2: 155-78.
38. Linn, R. 2000. Assessments and accountability. Educational Researcher 29: 4-16.
39. Marshall, B., and M.J. Drummond. 2006. How teachers engage with assessment for learning: Lessons from the classroom. Research Papers in Education 21, no. 2: 133-49.
40. Mercer, N. 1995. The guided construction of knowledge. Clevedon: Multi-Lingual Matters.
41. Mortimore, P., P. Sammons, L. Stoll, D. Lewis, and R. Ecob. 1988. School years: The junior years. Wells: Open Books Publishing Ltd.
42. Mroz, M., F. Smith, and F. Hardman. 2000. The discourse of the literacy hour. Cambridge Journal of Education 30, no. 3: 380-90.
43. Osborn, M., E. McNess, P. Broadfoot, A. Pollard, and P. Triggs. 2000. What teachers do: Changing policy and practice in primary education. London: Continuum.
44. Pollard, A., P. Broadfoot, P. Croll, M. Osborn, and D. Abbott. 1994. Changing English primary schools? The impact of the education reform act at key stage one. London: Cassell.
45. Prime Minister's Strategy Unit [PMSU]. 2006. The UK government's approach to public service reform: A discussion paper. London: Cabinet Office.
46. Pryor, J., and H. Torrance. 2000. Questioning the three bears: the social construction of assessment in the classroom. In Assessment: Social process and social product, ed. A. Filer. London: RoutledgeFalmer.
47. Reay, D., and D. Wiliam. 1999. 'I'll be a nothing': Structure, agency and the construction of identity through assessment. British Educational Research Journal 25, no. 3: 343-54.
48. Skidmore, D., M. Perez-Parent, and D. Arnfield. 2003. Teacher-pupil dialogue in the guided reading session. Reading Literacy and Language 37, no. 2: 47-53.
49. Smith, F., F. Hardman, K. Wall, and M. Mroz. 2004. Interactive whole class teaching in the National Literacy and Numeracy Strategies. British Educational Research Journal 30, no. 3: 395-412.
50. Stenhouse, L., ed. 1980. Curriculum research and development in action. London: Heinemann.
51. Strang, D., and M. Macy. 2001. In search of excellence: Fads, success stories, and adaptive emulation. American Journal of Sociology 107, no. 1: 147-82.
52. Tatto, M.T. 2007. Reforming teaching globally. Oxford: Symposium Books.
53. Tikly, L. 2004. Education and the new imperialism. Comparative Education 40, no. 2: 173-98.
54. Torrance, H., ed. 1995. Evaluating authentic assessment: Issues, problems and future possibilities. Buckingham: Open University Press.
55. Torrance, H. 2003.Assessment of the National Curriculum in England. In International handbook of educational evaluation, ed. T. Kellaghan and D. Stufflebeam. Dordrecht: Kluwer.
56. Torrance, H. 2007. Assessment as learning? How the use of explicit learning objectives, assessment criteria and feedback in post-secondary education and training can come to dominate learning. Assessment in Education 14, no. 3: 281-94.
57. Torrance, H. Forthcoming. Using assessment in education reform: Policy, practice and future possibilities. In Knowledge, values and educational policy, ed. H. Daniels, H. Lauder, and J. Porter. London: Routledge.
58. Torrance, H., and J. Pryor. 1998. Investigating formative assessment: Teaching learning and assessment in the classroom. Buckingham: Open University Press.
59. Torrance, H., and J. Pryor. 2001. Developing formative assessment in the classroom: Using action research to explore and modify theory. British Educational Research Journal 27, no. 5: 615-31.
60. Torrance, H., and J. Pryor. 2004. Investigating formative classroom assessment. In Learning to read critically in teaching and learning, ed. L. Poulson and M. Wallace. London: Sage.
61. Torrance, H., H. Colley, D. Garratt, H. Piper, K. Ecclestone, and D. James. 2005. The impact of different modes of assessment on achievement and progress in the learning and skills sector. London: LSDA for the LSRC.
62. Webb, R. 1993. Eating the elephant bit by bit: The national curriculum at key stage 2. London: Association of Teachers and Lecturers.
63. Webb, R., and G. Vulliamy. 2006. Coming full circle? The impact of new labour's education policies on primary school teachers' work. London: The Association of Teachers and Lecturers.
64. Whetton, C., E. Twist, and M. Sainsbury. 2000. National tests and target setting: Maintaining consistent standards. Paper presented at the American Educational Research Association Annual Meeting, New Orleans.
65. Wyse, D., and R. Jones. 2008. Teaching English, language and literacy. 2nd ed. London: Routledge.
66. Wyse, D., and D. Opfer. Forthcoming. Globalisation and the international context for literacy policy reform in England. In The international handbook of English, language and literacy teaching, ed. D. Wyse, R. Andrews, and J. Hoffman. London: Routledge.
67. Yates, A., and D.A. Pidgeon. 1957. Admission to grammar schools. London: Newnes.