2008
DOI: 10.1080/03057640801889998
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Reviewing national curriculum assessment in Wales: how can evidence inform the development of policy?

Abstract: Since 1999, the devolution of aspects of domestic policy formulation from the UK Government in London to a Welsh Assembly Government based in Cardiff has affected the way in which such policies are initiated, developed and implemented. A consistent feature of the stance taken by Ministers in this new policy environment in Wales has been that policies should be 'evidence-informed'. Several high profile policy reviews in education have offered opportunities for those involved to explore the nature of the evidenc… Show more

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Cited by 11 publications
(8 citation statements)
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“…None of the ideas in these pieces have been tested properly, and so none provide robust evidence of their effectiveness. The existing evidence on the relative ‘effectiveness’ of these approaches is largely limited to asking those involved in evidence‐use how it works, and what the barriers are, based on case studies, observational data, interviews and surveys, in passive research designs (Daugherty, 2008; Honig & Coburn, 2008; Sirat & Azman, 2014; Urwick, 2014; Briand‐Lamarche et al , 2016; Ogden et al , 2016). There are also Toolkits and similar guidelines for evidence translation, or using evidence in policy‐making, and ideas for training practitioners in evidence‐use (Winters & Echeverri, 2012).…”
Section: The Quality Of Existing Research On Evidence‐into‐usementioning
confidence: 99%
“…None of the ideas in these pieces have been tested properly, and so none provide robust evidence of their effectiveness. The existing evidence on the relative ‘effectiveness’ of these approaches is largely limited to asking those involved in evidence‐use how it works, and what the barriers are, based on case studies, observational data, interviews and surveys, in passive research designs (Daugherty, 2008; Honig & Coburn, 2008; Sirat & Azman, 2014; Urwick, 2014; Briand‐Lamarche et al , 2016; Ogden et al , 2016). There are also Toolkits and similar guidelines for evidence translation, or using evidence in policy‐making, and ideas for training practitioners in evidence‐use (Winters & Echeverri, 2012).…”
Section: The Quality Of Existing Research On Evidence‐into‐usementioning
confidence: 99%
“…Reliability needs not only to be demonstrated during or immediately following consensus moderation events but later too, to establish that out-of-context experience can successfully be transferred to day-to-day practice. On what other basis should governments and others be expected to agree to provide and support the necessary infrastructural resources (Daugherty 2007(Daugherty , 2011) that would be needed to roll out such a moderation system nationwide for a high-stakes assessment purpose?…”
Section: S Johnsonmentioning
confidence: 99%
“…In a special issue of the Cambridge Journal of Education edited by John Gardner and TLRP Director Andrew Pollard (), a series of articles focuses on particular TLRP projects' efforts to create ‘knowledge transformation and impact’ (p. 1). Project leaders from the Programme discuss the need to: combine excellence in the quality of the research with strong user engagement (Siraj‐Blatchford et al ., ); make the language and presentation of research more user‐friendly and user‐responsive (Cordingley, ); and develop innovative and multi‐perspective ways of generating research‐informed policy and practice (Daugherty, ; Nutley et al ., ). Interestingly, Gardner's own contribution to that collection (Gardner et al ., ) seems at some odds with the tenor of his presidential address to BERA.…”
Section: The Uk Debate About ‘Impact’: the Case In Favourmentioning
confidence: 99%