The changing nature of assessment in English primary classrooms: Findings from the PACE project 1989–1997

McNess, Elizabeth; Triggs, Pat; Broadfoot, Patricia; Osborn, Marilyn; Pollard, Andrew J.

doi:10.1080/03004270185200301

Cited by 7 publications

(4 citation statements)

References 1 publication

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The altered pedagogy offers pupils valuable opportunities to communicate with peers that may be absent in other subjects (Maynard 2012). This view is supported by studies into teaching instruction across primary schools, with McNess et al (2001) suggesting that collaborative work and interactive activities are rare in core subjects and that assessment can often overshadow important formative learning. Although inclusive differentiation for MFL is still in its infancy for many primary MFL teachers (Beltran, Abbott and Jones 2013), the communicative focus of the subject may offer an opportunity for schools to engage all pupils, in particular, those who may not excel in the less communicative environments of some of the other lessons.…”

Section: The Teaching Of Mfl In Primary Schoolsmentioning

confidence: 82%

Teaching modern foreign languages in multilingual classrooms: an examination of Key Stage 2 teachers’ experiences

Finch

Theakston

Serratrice

2018

The Language Learning Journal

View full text Add to dashboard Cite

The statutory inclusion of modern foreign languages (MFL) into the Key Stage 2 curriculum in England in 2014 aimed to raise the language skills of younger learners in preparation for their secondary education. This change to the curriculum has occurred at a time in which the linguistic diversity within primary schools across the country has been consistently increasing. This study used interpretative phenomenological analysis to qualitatively examine the impact of the curriculum change on teachers implementing it in multilingual classrooms in Greater Manchester. Six teachers with varying experience in teaching MFL participated in semistructured interviews focussing on different aspects of the curriculum change. This paper focuses on the teaching of MFL, as well as on teachers' perceptions of English as an additional language (EAL) pupils' aptitude for language learning in comparison to their monolingual peers. The superordinate themes identified from the data included the inconsistent delivery of MFL in primary schools, and the role of multilingual classrooms as opportunities for augmented MFL provision. The findings from this study will have implications for teachers, head teachers and policy-makers regarding the effectiveness of the initial implementation of MFL into the primary curriculum, with specific reference to the EAL school population.

show abstract

Section: The Teaching Of Mfl In Primary Schoolsmentioning

confidence: 82%

Teaching modern foreign languages in multilingual classrooms: an examination of Key Stage 2 teachers’ experiences

Finch

Theakston

Serratrice

2018

The Language Learning Journal

View full text Add to dashboard Cite

show abstract

“…McNess et al . () found lessons in Key Stage 2 typically consisted of whole class teacher input followed by individual tasks; one‐to‐one interaction was rare. Fitting the new statutory requirements into the school day, suggest Galton et al .…”

Section: Discussionmentioning

confidence: 99%

The classroom experiences of pupils with special educational needs in mainstream primary schools—1976 to 2012. What do data from systematic observation studies reveal about pupils’ educational experiences over time?

Webster¹

2015

British Educational Res J

View full text Add to dashboard Cite

This paper presents results of an analysis of primary-aged pupils' educational experiences over a 35 year period. Data drawn from a set of large-scale systematic observation studies, conducted in the UK between 1976 and 2012, are used to describe pupils' average classroom experiences at six points in time over this period. These data are then used as markers for comparing the experiences of a subset of pupils-those with special educational needs (SEN)-over the same period. Results for the average pupil show an increase over time in the proportion of time spent interacting with teachers and peers. In contrast, relative to these non-SEN pupils, those with SEN have experienced a more moderate increase in the proportion of time spent interacting with the teacher, and almost no change in the amount of time spent interacting with peers and in whole class teaching contexts. The increase in the number of teaching assistants in mainstream primary settings, employed and deployed to assist the learning and inclusion of pupils with SEN, is identified as a key observable influence on the difference between the classroom experiences of pupils with and without SEN over time. This paper additionally defends the use of systematic observation methods, and concludes that the broad, but stable, measures of activity and behaviour, plus the rigorous approach to data collection it provides, are necessary for painting objective, descriptive and retrospective pictures of classroom life that can elude other research techniques.

show abstract

“…Thus, the evidence in England suggests that 'teaching to the test', drafting and redrafting coursework, and re-sitting tests are the most significant recent explanation for rising scores which tail off as teachers and students come to be about as efficient as they can be at scoring well on the tests within a regime of constant coaching and practice. Many research studies have reported an increasing focus on test preparation, and a wide range of international research evidence has also found that high-stakes testing leads to 'teaching to the test', including drafting and improving coursework and project work for final submission (Gillborn and Youdell, 2006;Hamilton et al, 2007;Klein et al, 2000;Linn, 2000;McNess et al, 2001;Torrance, 2007). In England, there has also been evidence of cheating, such is the pressure to report constantly improving pass rates, with teachers allowing more time in tests than they should when invigilating, indicating incorrect answers as they walk round by suggesting that students 'think again', and even changing scripts after collection, but before sending away for external marking (Daily Telegraph, 2016;Guardian, 2017;ITV, 2015;Mansell, 2015).…”

Section: Developing a New Systemmentioning

confidence: 99%

The Return to Final Paper Examining in English National Curriculum Assessment and School Examinations: Issues of Validity, Accountability and Politics

Torrance

2017

British Journal of Educational Studies

View full text Add to dashboard Cite

There are sound educational and examining reasons for the use of coursework assessment and practical assessment of student work by teachers in schools for purposes of reporting examination grades. Coursework and practical work test a range of different curriculum goals to final papers and increase the validity and reliability of the result. However, the use of coursework and practical work in tests and examinations has been a matter of constant political as well as educational debate in England over the last 30 years. The paper reviews these debates and developments and argues that as accountability pressures increase, the evidence base for published results is becoming narrower and less valid as the system moves back to wholly end-of-course testing.Keywords: final paper examinations, English National Curriculum tests and examinations, validity and reliability of tests and examinations, coursework assessment, the politics of assessment

show abstract

The changing nature of assessment in English primary classrooms: Findings from the PACE project 1989–1997

Cited by 7 publications

References 1 publication

Teaching modern foreign languages in multilingual classrooms: an examination of Key Stage 2 teachers’ experiences

Teaching modern foreign languages in multilingual classrooms: an examination of Key Stage 2 teachers’ experiences

The classroom experiences of pupils with special educational needs in mainstream primary schools—1976 to 2012. What do data from systematic observation studies reveal about pupils’ educational experiences over time?

The Return to Final Paper Examining in English National Curriculum Assessment and School Examinations: Issues of Validity, Accountability and Politics

Contact Info

Product

Resources

About