The changing nature of assessment in English primary classrooms: Findings from the PACE project 1989-1997

International Journal of Phytoremediation

Volumn 29, Issue 3, 2001, Pages 9-16

  McNess, Elizabeth ^a   Triggs, Pat ^a   Broadfoot, Patricia ^a   Osborn, Marilyn ^a   Pollard, Andrew ^b  

^a UNIVERSITY OF BRISTOL   (United Kingdom)

^b UNIVERSITY OF CAMBRIDGE   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85064781962     PISSN: 15226514     EISSN: 15497879     Source Type: Journal    
DOI: 10.1080/03004270185200301     Document Type: Article

References (7)

1. Abbott, D., Broadfoot, P., Croll, P., Osborn, M., and Pollard, A., 1994. Some sink, some float: National Curriculum assessment and accountability. BERA Journal, 20 (2): 155-174.
2. Broadfoot, P., 1996. “ Do we really need to write it all down? Managing the challenge of national assessment at Key Stage 1 and Key Stage 2 ”. In Teachers, Pupils and Primary Schooling: Continuity and Change, Edited by: Croll, P., London: Cassell. in
3. Croll, P., ed. 1996. Teachers, Pupils and Primary Schooling: Continuity and Change, London: Cassell.
4. Hughes, M., Wikeley, F., and Nash, T., 1994. Parents and Their Children's Schools, Oxford: Basil Blackwell.
5. Osborn, M., McNess, E., Broadfoot, P., Pollard, A., and Triggs, P., 2000. What Teachers Do: Changing Policy and Practice in Primary Education, London: Continuum.
6. Pollard, A., Broadfoot, P., Croll, P., Osborn, M., and Abbot, A., 1994. Changing English Primary Schools? The Impact of the Education Reform Act at Key Stage One, London: Cassell.
7. Pollard, A., Triggs, P., Broadfoot, P., McNess, E., and Osborn, M., 2000. What Pupils Say: Changing Policy and Practice in Primary Education, London: Continuum.