HMI reporting of the GCSE
Bibliographic Data
| ID | 11487975 |
|---|---|
| Authors | David Scott (0000-0002-4176-0466, University of Warwick, corresponding author) |
| Year | 1989 |
| Volume | 4 |
| Issue | 3 |
| Pages | 281-287 |
| Publication date | 1989-01-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Education Policy (JOURNAL) |
| Journal identifiers | ISSN: 0268-0939 • E-ISSN: 1464-5106 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/0268093890040306 |
| OpenAlex | W2040932338 |
| Language | EN |
| References cited | 4 |
We are confronted with a series of statements in the recent HMI report on the GCSE, which we are required to take on trust. HMIs, sheltering behind a mystique of expertise, do not provide an adequate account of their research methodology. This means that it is impossible for the reader to judge the status and validity of their work. HMIs also in this particular document, operate with a misleading interpretation of the examination technology that constitutes the GCSE. This structures the judgements they make, even if the claim is that they are simply describing what they see. Lastly, the conceptual framework that they use to empower their research is never made explicit, and in this case rests on a notion of fixed pupil ability
Epistemology · Interpretation (philosophy · Mathematics education · Work (physics · Computer Science · Educational and Psychological Assessments · Higher Education Learning Practices · Psychology · Reflective Practices in Education
| Highly cited | No |
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