Gemma Moss
Assessment, accountability and the literacy curriculum: reimagining the future in the light of the past
University College London
abstract paper explores dynamic education system reform england highlighting challenges range policy tools use created policymakers practitioners researchers alike taking literacy policy england telling case argue far holding answer successful system reform highstakes testing migration systemlevel data public domain create series challenges politicians cannot satisfactorily solve turn policymakers attempts manage problems away compounding difficulties teachers face policymakers commitments bringing wellmotivated change waver research practitioner communities need work closely together successfully reimagine purposeful engaged literacy curriculum