Issues in Setting Standards: Establishing Comparabilities

Front Cover
Tom Christie
Falmer Press, 1996 - Education - 155 pages
This volume addresses three research issues of national and international concern: (i) the setting of educational standards of achievement; (ii) the routes by which those standards are obtained, and; (iii) their relative comparabilities Well-respected, international researchers actively involved in the development of assessment tests offer wide-ranging points of view on educational standards, including National Curriculum testing in Britain and the comparability of standards of achievement across a global range of countries. Questions raised and discussed include: is a common educational standard a possibility?; what are 'international' standards?; how do British standards compare from school to Higher Education?; and is it possible to compare standards in different British Higher Education establishments?
The volume has been arranged into three categories for ease of access: international, national, and test specific. Across these categories, however, a common theme emerges for discussion - namely, the movement in many countries to establish outcomes-oriented standards for education. But is this becoming an almost global preoccupation with quality control models concerned solely with outcomes at the expense of processes?
With a number of interesting and insightful points of view proffered by respected researchers and writers working in the field of educational standards and assessment, this volume represents a broad church, crossing national and international boundaries.

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This is a source of intellectual rigour! Boyle is criticising the standardised testing prevailing in most educational systems around the globe. The testocratic British Educational system and the demand for higher scores in numeracy and literacy by the education policy in the U.K is one of this books' main subject. Boyle is one of the greatest British academic defenders of the Formative teaching and learning in classroom practice. He is taking Assessment for Learning much further than Black and Wiliams do, as he insists that Formative assessment is a procedure, not a list of goals to be achieved by the end of a classroom lesson. His work is embracing the contectualisation of Pedagogy as it can be found in the works of Perrenoud, Allal and Freire. The supporters (educators or not) of Formative teaching, learning and assessment, will find his words to be life-changing. A treasure! I totally recomend it!  

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