Collins, Sue;
Reiss, Michael;
Stobart, Gordon;
Collins, Susan;
(2010)
What happens when high-stakes testing stops?: teachers' perceptions of the impact of compulsory national testing in science of 11-year-olds in England and its abolition in Wales.
Assessment in Education: Principles, Policy and Practice
, 17
(3)
pp. 273-286.
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| Type: | Article |
|---|---|
| Title: | What happens when high-stakes testing stops?: teachers' perceptions of the impact of compulsory national testing in science of 11-year-olds in England and its abolition in Wales |
| Open access status: | An open access version is available from UCL Discovery |
| Language: | English |
| Additional information: | The main publication deriving from a Wellcome Trust funded research project to examine what lessons can be learnt from the cessation of formal, external testing at Key Stage 2 of science in Wales. Data were obtained in both Wales and England from a telephone survey of 600 respondents and focus group interviews involving a total of 74 participants. No comparable study has been undertaken and the findings, which are unexpected in places, are timely, given debates over Key Stage 2 testing in England and of policy relevance. 6640 words, in press, in one of the leading journals in the field of assessment. |
| UCL classification: | UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10006287 |
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