Implementation of assessment reform
Insights from minority language provision
Bibliographic Data
| ID | 21590133 |
|---|---|
| Authors | Sarah MacQuarrie (0000-0003-0950-3037, University of Manchester, corresponding author), Fiona Lyon (Independent Educational Consultant, Prestwick, UK), Susan Dawson (0000-0002-7021-1837, University of Manchester) |
| Year | 2021 |
| Volume | 35 |
| Issue | 4 |
| Pages | 316-336 |
| Publication date | 2021-07-04 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Language and Education (JOURNAL) |
| Journal identifiers | ISSN: 0950-0782 • E-ISSN: 1747-7581 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/09500782.2021.1895828 |
| OpenAlex | W3150770446 |
| Language | EN |
| References cited | 40 |
The introduction of assessment orientated policy in 2016 marks a significant change in Scottish education as it will establish standardised national testing. Teachers in Gaelic medium education are well placed to offer insights as they have had considerable autonomy regarding assessment and this paper is the first to consider the impact of this specific reform in Scotland. Three linked themes emerged from thematic analysis based on focus group data. Participants were keen to discuss the climate regarding Gaelic medium education linking concerns with the ongoing reform of assessment policy. Policy and practice implications are discussed as well as the anticipated impact the assessments may have on pupils and teaching staff. This paper contributes to the understanding regarding the role of standardised tests in education and feeds into an understanding of policy development through the lens of immersion education highlighting uncertainties held by teachers when reform is underway
Alternative assessment · Autonomy · Education policy · Education reform · Educational assessment · Higher education · Pedagogy · Policy analysis · Political science · Primary education · Public relations · Qualitative research · Social science · Sociology · Thematic analysis · Education Systems and Policy · Higher Education Learning Practices · Psychology · Public Administration · Student Assessment and Feedback
Formative Assessment in Language Education Policies
Teacher identity and agency in an era of accountability
Exploring bilingual pedagogies in dual language preschool classrooms
Language education policy and multilingual assessment
Assessment and Classroom Learning
Title unavailable
Language impairment in bilingual children
Focus Groups as Qualitative Research
Journal article reporting standards for qualitative primary, qualitative meta-analytic, and mixed methods research in psychology
The meaning and measure of teachers' sense of responsibility for educational outcomes
Burnout among senior teachers
Leaving the teaching profession
The impact of high-stakes testing on curriculum and pedagogy
Professionalism and partnership
Teacher learning communities and educational change in Scotland
Local partnerships
Governing education through data
Does Test Preparation Mean Low-Quality Instruction
Using thematic analysis in psychology
Views from the Classroom
| Citation velocity | historical |
|---|---|
| Highly cited | No |