Travelling towards change in assessment: policy, practice and research in education

Hayward, L. and Hedge, N. (2005) Travelling towards change in assessment: policy, practice and research in education. Assessment in Education: Principles, Policy and Practice, 12(1), pp. 55-76. (doi:10.1080/0969594042000333913)

Full text not currently available from Enlighten.

Publisher's URL: http://dx.doi.org/10.1080/0969594042000333913

Abstract

Whilst there is evidence of significant investment in policy-led initiatives to raise attainment in schools, there is rather less evidence of the positive impact of such initiatives. In this paper we explore stakeholder views of recent initiatives in assessment in Scotland in an attempt to discern the relationships between assessment policy, research and practice in schools. Against a background of major assessment initiatives and by drawing on data from two national consultations, the paper illustrates the complexities inherent in following advice for policy developments to begin from where people are now. Finally, the paper explores the possibility of a new assessment journey for researchers, teachers and policy-makers, one which acknowledges the complex process of community-based transformational change.

Item Type:Articles
Status:Published
Refereed:Yes
Glasgow Author(s) Enlighten ID:Hayward, Professor Elizabeth and Hedge, Professor Nicki
Authors: Hayward, L., and Hedge, N.
Subjects:L Education > LC Special aspects of education
College/School:College of Social Sciences > School of Education
Journal Name:Assessment in Education: Principles, Policy and Practice
ISSN:0969-594X

University Staff: Request a correction | Enlighten Editors: Update this record