To read this content please select one of the options below:

Assessment‐led curriculum development in action: a study of the responses of seven primary schools to statutory requirements

Paul Clarke (Associate of the International Centre for School Effectiveness and School Improvement, London Institute of Education,)
Tom Christie (Professor and Director of the Centre for Formative Assessment Studies, School of Education, University of Manchester, UK.)

International Journal of Educational Management

ISSN: 0951-354X

Article publication date: 1 August 1995

587

Abstract

The introduction of the national curriculum into primary schools in England and Wales requires schools to respond to a range of centrally determined initiatives. The national curriculum structure is based on a ten‐level assessment scale, which offers a definition of progression through the statutory programmes of study. The requirement to monitor progress of individual children against this ten‐level scale has triggered a range of school responses. Explores the effectiveness of such responses and asks whether there is evidence that the ten‐level scale is assisting schools to improve performance. Describes observations of assessment‐related change in seven schools over a period of nine school terms. Types of changes are identified, and evaluated against five attributes of school effectiveness.

Keywords

Citation

Clarke, P. and Christie, T. (1995), "Assessment‐led curriculum development in action: a study of the responses of seven primary schools to statutory requirements", International Journal of Educational Management, Vol. 9 No. 4, pp. 19-26. https://doi.org/10.1108/09513549510088408

Publisher

:

MCB UP Ltd

Copyright © 1995, MCB UP Limited

Related articles