HMI's interpretations of schools’ examination results

Bibliographic Data

ID11489124
AuthorsJohn Gray (0000-0003-3373-9453, University of Sheffield, corresponding author), Valerie Hannon (University of Sheffield)
Year1986
Volume1
Issue1
Pages23-33
Publication date1986-01-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueJournal of Education Policy (JOURNAL)
Journal identifiersISSN: 0268-0939 • E-ISSN: 1464-5106
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/0268093860010103
OpenAlexW2163525662
LanguageEN
Citations received9
References cited1

This paper investigates the ways in which HMI evaluate the performance of secondary schools in public examinations. It examines the 35 ‘long’ reports (i.e. those covering full inspections) published in the first year in which reports became publicly available, 1983. Four evaluative frameworks are identified as having been employed, and the manner in which these were utilized is analysed. The paper questions whether the strategies adopted are equally fair to all schools, and to what extent understanding of schools’ contexts (especially knowledge about ability levels at intake) is brought to bear in the summary assessments made

Mathematics education · Pedagogy · Political science · Public relations · Sociology · Education Systems and Policy · Educational Assessment and Improvement · Psychology · Student Assessment and Feedback

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