Constant Leung|Pauline Rea?Dickins
Teacher Assessment as Policy Instrument: Contradictions and Capacities
King's College - North Carolina|King's College London|University of Bristol
assessment centre stage educational reform england wales past 15 years article argues official educational assessment policy essentially indifferent technical pedagogic epistemological issues related different forms assessment policymakers primarily concerned delivering educational success terms reportable rising levels attainment first part article provides contextualized account use assessment educational policy instrument consequences pedagogy curriculum provision focal point assessment english within national curriculum second section article amplifies central argumentthat policy uninterested technical educational issues involved assessmentby offering detailed critique limited impoverished nature infrastructure support available teachers carry teacher assessment particular reference assessment english pupils whose firsthome language language english research data used support observations arguments suggest urgent need clarify distinctions summative formative assessment assessment english first language english additional language grammarbased view english crosscurriculum discourse communicationoriented view english