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Assessment in Ghana and England: putting reform to the test of practice
journal contribution
posted on 2023-06-08, 06:14 authored by John Pryor, Christian AkwesiAssessment reform, in particular a move towards more school-based forms of assessment, has become a global phenomenon. Involving teachers more centrally in assessment has often been rationalised by claims derived from the literature on formative assessment, hinging on the enhanced validity of performance assessment and the potential of classroom assessment for improving the quality of learning. This paper draws on work in Ghana and England which suggests that in neither case are the potentialities for improvement being realised. Teachers¿ conceptualisation of assessment has been a significant barrier to improvement. We present outlines of participatory research projects to address this problem, where practitioners¿ own investigation will be used as a way of addressing the need for changes, rooted both in increased technical expertise and in their own belief systems. The divergent contexts for the projects may enable a deeper evaluation of the potential of this methodology than might have occurred in just one country.
History
Publication status
- Published
Journal
Compare: A Journal of Comparative and International EducationISSN
0305-7925Publisher
Taylor & FrancisExternal DOI
Issue
3Volume
28Page range
263 - 275ISBN
0305-7925Department affiliated with
- Education Publications
Full text available
- No
Peer reviewed?
- Yes
Legacy Posted Date
2012-02-06Usage metrics
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