Using Assessment to Drive the Reform of Schooling: Time to Stop Pursuing the Chimera?

British Journal of Educational Studies

Volumn 59, Issue 4, 2011, Pages 459-485

  Torrance, Harry ^a  

^a MANCHESTER METROPOLITAN UNIVERSITY   (United Kingdom)

Author keywords

assessment; England; examination results; school reform

Indexed keywords

EID: 84865808010     PISSN: 00071005     EISSN: 14678527     Source Type: Journal    
DOI: 10.1080/00071005.2011.620944     Document Type: Article

References (59)

1. Airasian, P. 1988. Measurement-driven instruction: a closer look. Educational Measurement: Issues and Practice, 7(4): 6-11.
2. Bennett, R. 2011. Formative assessment: a critical review. Assessment in Education, 18(1): 5-25.
3. Bew Report (2011) Independent Review of Key Stage 2 Testing, Assessment and Accountability. http://www.education.gov.uk/ks2review, (Accessed: 25 August 2011).
4. Black, P. 1998. Testing: Friend or Foe?, London: Falmer Press.
5. Black, P. and Wiliam, D. 1998. Assessment and Classroom Learning. Assessment in Education, 5(1): 7-74.
6. Black, P., McCormick, R., James, M. and Pedder, D. 2006. Learning how to learn and assessment for learning. Research Papers in Education, 21(2): 119-132.
7. Bloom, B. 1974. "An introduction to Mastery Learning Theory". In Schools Society and Mastery Learning, Edited by: Block, J. New York, Holt: Rinehart and Winston.
8. Broadfoot, P., James, M., McMeeking, S., Nuttall, D. and Stierer, B. 1988. Records of Achievement: Report of the National Evaluation, London: HMSO.
9. Cambridge Assessment (2010) A better approach to regulating qualification standards. http://www.cambridgeassessment.org.uk/ca/Viewpoints/Viewpoint? id=134763 (Accessed: 4 July 2011).
10. Cambridge Assessment (2011) Higher education admissions test must be fair, valid and transparent. http://www.cambridgeassessment.org.uk/ca/ Spotlight/Detail?tag=entry (Accessed: 4 July 2011).
11. Carless, D. 2011. From Testing to Productive Student Learning, London: Routledge.
12. Carless, D., Joughin, G. and Liu, N-F. 2006. How Assessment Supports Learning, Hong Kong: Hong Kong University Press. Associates
13. Cassen, R. and Kingdon, G. 2007. Tackling Low Educational Achievement, York: Joseph Rowntree Foundation.
14. Centre on Education Policy (2006) From the Capital to the Classroom: Year 4 of the No Child Left Behind Act: Summary and Recommendations. http://www.cep-dc.org/
15. Centre on Education Policy (2007) Has Student Achievement Increased Since No Child Left Behind? http://www.cep-dc.org/
16. Cowie, B. and Bell, B. 1999. A model of formative assessment in science education. Assessment in Education, 6: 101-116.
17. Daugherty, R. 1995. National Curriculum Assessment: a Review of Policy 1987-1994, London: Falmer Press.
18. Department for Education (2011) The English Baccalaureate. http://www. education.gov.uk/schools/teachingandlearning/qualifications/englishbac/a0075975/the englishbaccalaureate (Accessed: 4 July 2011).
19. Department of Education and Science. 1987. Task Group on Assessment and Testing: A Report, London: DES.
20. Earl, L., Watson, N., Levin, B., Leithwood, K., Fullan, M.Torrance, N. 2003. Watching and Learning 3: Final Report of the External Evaluation of England's Literacy and Numeracy Strategies; Executive Summary, Nottingham: DfES.
21. Ebel, R.L. 1972. Essentials of Educational Measurement, Englewood Cliffs, NJ: Prentice-Hall.
22. Galton, M., Simon, B. and Croll, P. 1980. Inside the Primary Classroom, Routledge and Kegan Paul: London.
23. Galton, M., Hargreaves, L., Comber, C. and Wall, D. 1999. Inside the Primary Classroom: 20 Years on, London: Routledge.
24. Gillborn, D. and Youdell, D. 2006. "Educational triage and the D-to-C conversion: suitable case for treatment?". In Education, Globalisation and Social Change, Edited by: Lauder, H., Brown, P., Dillabough, J. and Halsey, A. H. Oxford: Oxford University Press.
25. Gilmore, A. 2002. Large-scale assessment and teachers' assessment capacity: learning opportunities for teachers in the National Education Monitoring Project in New Zealand. Assessment in Education, 9(3): 343-361.
26. Gipps, C. and Goldstein, H. 1983. Monitoring Children, London: Heinemann.
27. Glaser, R. 1963. Instructional technology and the measurement of learning outcomes. American Psychologist, 18: 519-522.
28. Hall, K., Collins, J., Benjamin, S., Nind, M. and Sheehy, K. 2004. SATurated models of pupildom: assessment and inclusion/exclusion. British Educational Research Journal, 30(6): 801-881.
29. Hamilton, L. 2007. Standards-based Accountability under No Child Left Behind, Santa Monica: Rand Education.
30. Hargreaves, E. 2007. The validity of collaborative assessment for learning. Assessment in Education, 14(2): 185-199.
31. Hayward, G. and McNicholl, J. 2007. Modular mayhem? A case study of the development of the A level science curriculum in England. Assessment in Education, 14(3): 335-351.
32. Inner London Education Authority. 1984. Improving Secondary Schools (The Hargreaves Report), London: ILEA.
33. Jackson, P. 1968. Life in Classrooms, Holt Reinhart and Winston: New York.
34. Klein, S. et al. (2000) What do test scores in Texas tell us? Education Policy Analysis Archives, 8, 49. http://epaa.asu.edu/epaa/v8n49
35. Linn, R. 2000. Assessments and accountability, Educational Researcher, 29: 4-16.
36. McNess, E., Triggs, P., Broadfoot, P., Osborn, M. and Pollard, A. 2001. The changing nature of assessment in English primary schools: findings from the PACE Project 1989-1997. Education 3-13, 29(3): 9-16.
37. Mehan, H. 1979. Learning Lessons: Social Organisation in the Classroom, Harvard: Harvard University Press.
38. Mercer, N. 1995. The Guided Construction of Knowledge, Clevedon: Multi-Lingual Matters.
39. Murphy, R. and Torrance, H. 1988. The Changing Face of Educational Assessment, Maidenhead: Open University Press.
40. New Zealand Qualification Authority (2011) History of NCEA. http://www.nzqa.govt.nz/qualifications-standards/qualifications/ncea/understanding-ncea/history-of-ncea/ (Accessed: 7 July 2011).
41. No Child Left Behind Act (2001) Public Law 107-110. http://www.ed.gov/nclb/landing.jhtml
42. Office for Standards in Education (2006) The Annual Report of Her Majesty's Chief Inspector of Schools 2005/06 (London, OfSTED). http://www.ofsted.gov.uk
43. Popham, J. 1987. The merits of measurement-driven instruction. Phi Delta Kappan, 68: 679-682.
44. Reed, M. and Lewis, K. 2005. Key Stage 1 Evaluation of New Assessment Arrangements, Slough: NFER.
45. Resnick, L. and Resnick, D. 1992. "Assessing the thinking curriculum". In Future Assessments: Changing Views of Aptitude, Achievement and Instruction, Edited by: Gifford, B. and 'Connor, M. O. Boston: Kluwer.
46. Sadler, R. 1989. Formative assessment and the design of instructional systems. Instructional Science, 18: 119-144.
47. Sadler, R. 1998. Formative assessment: revisiting the territory. Assessment in Education, 5(1): 77-84.
48. Shavelson, R., Black, P., Wiliam, D. and Coffey, J. (2005) On linking formative and summative functions in the design of large-scale assessment systems. http://www.stanford.edu/dept/SUSE/SEAL/Reports_Papers/Onper cent20Aligning per cent20Formative per cent20and per cent20Summative per cent20Functions_Submit.doc (Accessed: 4 July 2011).
49. Shepard, L. 1990. Inflated test score gains: is the problem old norms or teaching to the test?. Educational Measurement: Issues and Practice, 9(3): 15-22.
50. Shepard, L. 2000. The role of assessment in a learning culture. Educational Researcher, 29(7): 4-14.
51. Sykes Review (2010) The Sir Richard Sykes Review of the future of English qualifications and assessment system. http://www. conservatives.com/news/news_stories/2010/03/~/media/Files/Downloadablepercent20Files/Sir per cent20Richard per cent20Sykes_Review.ashx (Accessed: 4 July 2011).
52. Torrance, H. 1981. The origins and development of mental testing in England and the United States. British Journal of Sociology of Education, 2(1: 45-59.
53. Torrance, H., ed. 1995. Evaluating Authentic Assessment: Issues, Problems and Future Possibilities, Buckingham: Open University Press.
54. Torrance, H. 2003. "Assessment of the National Curriculum in England". In International Handbook of Educational Evaluation, Edited by: Kellaghan, T. and Stufflebeam, D. Dordrecht: Kluwer.
55. Torrance, H. Testing times for black achievement-some observations from England. Paper presented to Symposium 'Leaving No Child Behind: How Federal Education Agencies are Addressing Achievement Gaps for Linguistic and Racial/Ethnic Groups' American Educational Research Association Annual Conference. Montreal. 11-15 April
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(3): 281-294.
57. Torrance, H. and Pryor, J. 1998. Investigating Formative Assessment: Teaching, Learning and Assessment in the Classroom, Buckingham: Open University Press.
58. Wyatt-Smith, C., Klenowski, V. and Gunn, S. 2010. The centrality of teachers' judgement practice in assessment: A study of standards in moderation. Assessment in Education: Principles, Policy and Practice, 17(1): 59-75.
59. Wyse, D. and Torrance, H. 2009. The development and consequences of national curriculum assessment for primary education in England. Educational Research, 51(2): 213-238.