Abstract
This article examines the traditional roles of assessment and the current demands for assessment to ‘gear up’ education systems in response to global economic changes. It argues that in the next millennium, and with the information revolution, it will be important to foster higher order skills and good learning strategies in a high proportion of our students. The article goes on to consider, set against the critical relationship among high-stakes testing, teaching and learning, the nature of high-quality assessment programmes. It will present evidence of impact of the national assessment programme on teaching in England and Wales in the United Kingdom.
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Original language: English
Caroline Gipps United Kingdom Ph.D. (London). Professor of Education and Dean of Research at the University of London Institute of Education. She trained as a psychologist and worked as a primary school-teacher before moving into a career in research. Current research is on teaching, assessment and feedback strategies of teachers for schoolchildren in years 2 and 6. She has published widely on policy and practice in assessment. Recent publications include:A fair test? Assessment, achievement and equity (with P. Murphy) (1994);Assessment: a teacher's guide to the issue (with G. Stobart) (1996); andEquity in the classroom: towards effective pedagory for girls and boys (with P. Murphy) (1996).
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Gipps, C. Student assessment and learning for a changing society. Prospects 28, 31–44 (1998). https://doi.org/10.1007/BF02737778
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DOI: https://doi.org/10.1007/BF02737778