On the Reliability of OFSTED Inspection of Initial Teacher Training

A case study

Dados Bibliográficos

ID11159197
AutoresJim Campbell (0000-0002-2702-1122, University of Warwick, autor correspondente), Chris Husbands (University of Warwick)
Ano2000
Volume26
Fascículo1
Páginas39-48
Data de publicação2000-01-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoBritish Educational Research Journal (JOURNAL)
Identificadores do periódicoISSN: 0141-1926 • E-ISSN: 1469-3518
EditoraWiley (PUBLISHER • GB)
DOI10.1080/014119200109507
OpenAlexW2124523558
IdiomaEN
Citações recebidas8
Referências citadas10

Inspection has been an increasingly important feature of central monitoring of education in the 1990s. This article examines the technical reliability of inspection processes in initial teacher training, drawing extensively on methodology and procedures adopted by the Office for Standards in Education (OFSTED) between 1996 and 1998. A definition of reliability is advanced and tested against the procedures of inspection, especially by examining the security of internal and external judgements at the pass/fail borderline and the moderation and training procedures deployed by OFSTED. The methodology of inspection is found to be insufficiently reliable for the consequences which flow from it. Tensions are explored between the technicist model of inspection underlying OFSTED initial teacher training procedures and the ‘informed conoisseurship’ model hitherto deployed by members of Her Majesty's Inspectorate. In consequence, there are unresolved tensions between the expressed aspiration for ‘improvement through inspection’ and the use of inspection to police compliance

Compliance (psychology) · Majesty · Medical education · Moderation · Political science · Reliability (semiconductor) · Training (meteorology) · Educational Assessment and Improvement · Law · Psychology · Social Psychology · Student Assessment and Feedback · Teacher Education and Leadership Studies