The thesis considers the development of teachers' assessment practice at key stage one from 1989 to 1995 as the National Curriculum assessment of the core subjects was piloted and implemented. It takes a longitudinal case study approach in two Hampshire Infant schools with additional evidence from other schools and LEA assessment advisers and places it within historical, research and personal contexts. It identifies how teachers' assessment and recording practice changed, how far these changes were temporary or sustained and what impact these changes had upon supporting children's learning. It proposes that in order for change to be implemented and sustained teachers' perceptions as well as their practice need to change. It compares teachers' perceptions of the relative importance of statutory tests/tasks with teacher assessment over the six years. The research shows that teachers of Y2 children were making increasing use of a range of methods for teacher assessment including observation and became increasingly confident in the dependability of their judgements through whole school planning and moderation activities. It found changes in science and design school planning and moderation activities. It found changes in science and design and technology assessment practice were not sustained when external requirements changed. It considers how schools assimilated and implemented changes in their practice and found that for change originating from one context (policy makers) and implemented in a separate context (teachers in schools) there was a time lag. National Curriculum assessment was subject to significant modifications over the six years. The thesis explores the nature of these changes, finding many were crisis led and often stimulated knee-jerk responses which had unplanned knock on effects. The research found that the absence of two way professional communication between originators and implementors limited the rate of change and the development of a common perception of teacher assessment and its significance compared to statutory tests and tasks. The evidence collected throughout the six years supports the importance of teachers' perception in the process of change and its effective implementation. It proposes that for effective implementation teachers should engage in a professional dialogue with policy makers to bring about evolutionary change in which consideration is given to the purpose and evaluation/research basis of the change required as well as the practice implications.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:361474 |
| Date | January 1997 |
| Creators | Emery, Hilary Frances |
| Publisher | University of Nottingham |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
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