Unresolved Tensions in United Kingdom Policy and Practice Informed by Different Ideological

Описание: Unresolved Tensions in United Kingdom Policy and Practice Informed by Different Ideological Approaches Leading to an Imbalance in Assessment as it Affects, Teaching and Pupils’ Learning through Inspection and Standardized Testing

Abstract:

This chapter explores the relationship between inspection and assessment research through the eyes of a person with experience of these practices . It is a description of one person's attempt to comprehend the directive nature of educational change since 1988 and its impact on teaching pedagogy and students' learning. By locating a place within that process, the author tries to influence those factors that are changeable and minimize those that are not. The theoretical values underpinning government ministers’ approach to assessment are identified as systems rationalist. This theory, the author contends, underpins inspection practice and a testing culture in the United Kingdom leading to tensions with those in education who choose a different approach i.e., subjective interpretivist. Examples are drawn from the writer’s experience of combining roles as a teacher-researcher and an OFSTED inspector and independent researcher.

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Layman Abstract:

This chapter looks at how school inspections and assessments affect teaching and learning, based on one person's experiences. Since 1988, education policies have pushed for more testing and strict evaluations, which sometimes clash with teachers who prefer more flexible, student-centered approaches. The author, who has worked both as a teacher and an inspector, shares insights on how these policies shape classrooms and what can (or can’t) be changed.

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Disclaimer: This scientific-creative video was produced using AI voice-over and royalty-free stock images and clips. All content is sourced exclusively from peer-reviewed journal articles and book chapters, with full citations provided below. The peer-review process for these sources is also detailed here.

Source / Reference: https://doi.org/10.9734/bpi/rtass/v4/...