This thesis has been written as a result of a research study undertaken to investigate the management of pupil assessment data in schools in the US and the UK. There is a good case for arguing that the effective management of knowledge can play a significant role in enhancing the effectiveness of schools as it does in other organisations. Many would argue that pupil assessment data is a key element in ensuring effective pupil learning and in improving pupil learning (Black et al, 2004; DfES, 2002a; Hopkins et al, 1994, 1987; James and Connolly, 2000). I developed an interest in how schools collect and use pupil assessment data during my work as an Assistant Head of a secondary comprehensive school in South Wales. Whilst working closely with educational colleagues in my own and neighbouring schools and Local Education Authorities, I experienced first hand the limited knowledge and understanding of current assessment practice. Through my own observations of the need to develop an understanding of current practice and from an increasing awareness of opportunities for sharing best practice both within the UK and further a field, I decided to undertake an inter-national comparative analysis of the management of pupil assessment data. The decision was influenced in part by opportunity but mainly by the increasingly global nature of educational policy and practice development including assessment policy and practice (Olson, 2004).
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:517955 |
| Date | January 2006 |
| Creators | Hegan, Rose |
| Publisher | University of South Wales |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | https://pure.southwales.ac.uk/en/studentthesis/a-comparative-analysis-of-the-management-of-pupil-assessment-data-in-schools-in-the-united-states-and-the-united-kingdom--wales(bffebca3-7fe7-48c1-8a89-f54f68676964).html |
Page generated in 0.0017 seconds