Value‐added Attacks
Technical issues in reporting national curriculum assessments
Bibliographic Data
| ID | 11160727 |
|---|---|
| Authors | Dylan Wiliam (0000-0002-0710-1133, King's College London, corresponding author) |
| Year | 1992 |
| Volume | 18 |
| Issue | 4 |
| Pages | 329-341 |
| Publication date | 1992-09-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Educational Research Journal (JOURNAL) |
| Journal identifiers | ISSN: 0141-1926 • E-ISSN: 1469-3518 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1080/0141192920180401 |
| OpenAlex | W2149762090 |
| Language | EN |
| Citations received | 2 |
| References cited | 5 |
In 1987 the British government announced its intention to introduce a national curriculum for all students of compulsory school age, with formal assessments being carried out at the ages of seven, 11, 14 and 16, and reported on a common 10‐point scale. The assumptions underlying the 10‐point scale are examined, as is the way in which criterion‐referencing is embodied in the assessment system. Implications of such a model for reporting the attainment of whole cohorts of students are examined and different ways of operationalising the idea of ‘value‐added’ and their relative fairness are explored. Finally, implications about reporting and publishing aggregated school results are drawn for schools and local education authorities
Compulsory education · Curriculum · Educational attainment · Embodied cognition · Geography · Government (linguistics) · Mathematics education · National curriculum · Pedagogy · Point (geometry) · Political science · Publishing · Scale (ratio) · Sociology · Statistics · Value (mathematics) · Computer Science · Education Systems and Policy · Educational Assessment and Improvement · Mathematics · Psychology · School Choice and Performance
| Citations per year | 0.07 |
|---|---|
| Citation span | 1999 - 2012 (14) |
| Highly cited | No |