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Improvement and Accountability Functions of Assessment: Impact on Teachers’ Thinking and Action

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Assessment is everywhere in schooling. In some countries, it begins before schooling starts with screening tests and interviews for selection into elite or competitive nursery schools or kindergartens. Nonetheless, for most children and adolescents, if assessment is not a regular occurrence, it looms in the background, perhaps haunting or driving their learning. Likewise, assessment plays an important role in curriculum and teaching; assessment is how teachers monitor students’ progress through the curriculum and how curricula can be evaluated for effectiveness. Unsurprisingly, assessment is also used by governments, the media, and parents to determine the quality of schools and teachers even though there is strong evidence that such uses have generally negative consequences on teaching, curriculum, students, and learning (Hamilton et al. 2007); although some positive consequences (e.g., teaching being focused more directly on the curriculum underlying the test) have been...


  • Teacher Beliefs
  • School Evaluation System
  • Teacher Conceptions
  • Curriculum Content Knowledge
  • Formative Assessment System

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Correspondence to Gavin T. L. Brown .

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© 2016 Springer Science+Business Media Singapore

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Brown, G.T.L. (2016). Improvement and Accountability Functions of Assessment: Impact on Teachers’ Thinking and Action. In: Peters, M. (eds) Encyclopedia of Educational Philosophy and Theory. Springer, Singapore.

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    Improvement and Accountability Functions of Assessment: Impact on Teachers’ Thinking and Action
    14 May 2016


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    Improvement and Accountability Functions of Assessment: Impact on Teachers Thinking and Action
    05 April 2016