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Assessment Regimes in Place in England: The Consequences for Creativity and the Curriculum - Essay Example

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Assessment Regimes in Place in England: The Consequences for Creativity and the Curriculum By Course Institution Date Abstract Since 1976, education policies in England and Wales have steadfastly focused attention on “standardisation, centralisation and vocationalisation” (Maisuria 2005, p…
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Assessment Regimes in Place in England: The Consequences for Creativity and the Curriculum
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Download file to see previous pages The questions for consideration is whether or not the assessment regime in England and Wales has a realistic purpose, is fit for that purpose and whether or not it achieves its purpose (Stobart 2008, p. 14). This essay probes these questions and analyses the assessment regimes in England and Wales and determines the extent to which it stifles creativity and renders the national curriculum narrow in scope. It will be argued that assessment of learning should be replaced or combined with assessment for learning and by doing so, creativity would be revived and the curriculum would become broader and more reflective of diversity in the classroom. Contents Abstract 2 Contents 3 The assessment regimes in England have grown into a complicated system designed to address a number of purposes, including student achievements and solutions for failure to achieve (TLRP 2009, p. 30). As such, the government has taken a highly prescriptive approach reflected in a national curriculum that teachers are under a great deal of pressure to follow and ensure that assessment results reflect that they are teaching to the curriculum. As a result, teachers are not in a position to respond to individual students’ learning needs and preferences. ...
ulting curriculum is tied to these assessment purposes which seek to generate accountability and to subject education to a regulatory regime (Whetton 2009, p. 137). Teachers, aware of the scrutiny that naturally follows from accountability are teaching to the curriculum to ensure that standardized assessments produce satisfactory results. The Association of Teachers and Lecturers (ATL) (2011) addresses the current difficulties associated with the assessment regimes in place in England and how those regimes have influenced the national curriculum. In its review of the national curriculum, the ATL (2011) expressed concerns about the high degree of control by the government in deciding the contents of subjects. ATL (2011) also pointed out that the existing curriculum is saturated with content and its “overprescriptive” to the point where there is very little room for “innovation and flexibility in schools” (p. 2). The current state of the assessment regime can thus be described as results-based with consequences for a national curriculum that reflects a desire to produce measurable assessment results. The results-based assessment regime relative to the national curriculum grew out of concerns that there was insufficient control and regulation of the curriculum. There were also concerns that this lack of control and consistency was not going to solve problems relative to the attrition rates and would certainly not improve education and achievement standards. Policy makers obviously thought that teachers and schools were not assuming sufficient responsibility and were far too flexible in their approach to teaching (see Booth and Husbands 1993; Manzer 2003). The current assessment regime in place today is therefore reflective of an educational policy designed to take ...Download file to see next pagesRead More
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