By Richard Daugherty
The overview of the nationwide Curriculum has advanced from the 1st blueprint of the TGAT record via a sequence of coverage judgements and early event of implementation. The speed of swap, the complexity of the proposed overview approach and the political rhetoric linked to it have served to confuse and so imprecise the tendencies in coverage and perform. This publication bargains an account of that approach and explains why it truly is now rising in a considerably various shape from that envisaged by means of its originators.
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Additional info for National Curriculum Assessment: A Review Of Policy 1987-1994
TGAT challenged that assumption and the most fundamental of all its propositions was established, that one system could serve purposes as disparate as diagnosing an individual’s learning difficulties and supplying evidence of the effectiveness of schools. However, whether this support for a multipurpose system was expressed with conviction by the Group or was more of an acceptance by them of the political realities of national assessment must be open to question. In an appendix to the Report the Task Group seems to be contradicting this central plank of its argument: The choice of a particular test or testing technique depends on several factors.
It is, however, a measure of the difficulty not only of defining progression in attainment across eleven years of schooling but also of assessing how each individual progresses that the issue of progression continued to prove as problematic as any in spite of (or perhaps because of) six years of experience of working to TGAT’s ten level model. What was to become a major source of difficulty as the subject groups developed their proposals—how to describe a ‘level of attainment’—was not addressed directly in the Task Group’s Report.
The later consultation on Government proposals, based on the work of those groups, was to be in the hands of the National Curriculum Council (or, in Wales, the Welsh Office). A third reason for the diffusion and fragmentation of policy-making lay in the stage-by-stage, subject-by-subject, regulation-by-regulation schedule for implementing the National Curriculum and its associated assessment arrangements. A step-by-step approach to national assessment policy was inevitable given the scale of the enterprise.
National Curriculum Assessment: A Review Of Policy 1987-1994 by Richard Daugherty