High-stakes assessment in England and Singapore

Theory Into Practice, Wntr, 2003 by Kelvin Gregory, Marguerite Clarke

As people charged with educating this country's children, teachers have a duty to ensure that they contribute to the conversations that are instrumental in setting policy. Such contributions require a high level of professionalism. The failure to achieve this level of professionalism invites, by default, a centralization of power that ultimately may harm those most at risk, the students.

1. World Bank Education web site www1.worldbank.org/education/

The World Bank Group maintains one of the most extensive education web sites. Much of the information appearing on the site was prepared by Vincent Greaney, Thomas Kellaghan, George Bethell, and Hugh McManus--individuals who have written extensively about education and assessment systems. Topics covered include the purposes and functions of examinations, malpractice and counter measures, and standards and testing. Information on the assessment systems used in many countries is also described.

2. Singapore Ministry of Education web site www.moe.gov.sg/

The Ministry Of Education directs the formulation and implementation of education policies. It has control of the development and administration of the Government and Government-aided primary schools, secondary schools, and junior colleges. It also supervises private schools. This web site includes links to descriptions of the education system, subject information, and the teacher network.

3. UK Department for Education and Skills web site www.dfes.gov.uk/index.htm

This website includes links to curriculum documents and current policy releases. There is a link to the TeacherNet, which has over 1,900 lesson plans, professional development links, and a discussion site.

References

Adnett, N., & Davies, P. (2001, September). Schooling reforms in England: From quasi-markets to competition? Paper presented at the Quasi-Markets and Social Services workshop, Louvain-laNeuve UCL.

BBC News. (2000a). Adults blamed for pupils' test stress. Retrieved October 13, 2002, from http:// news.bbc.co.uk/1/hi/education/711675.stm

BBC News. (2000b). Schools challenge test results. Retrieved October 13, 2002, from http:/ news.bbc.co.uk/1/low/education/933655.stm

BBC News. (2001). Promise to assess pupils' exam stress. Retrieved October 13, 2002, from http:// news.bbc.co.uk/1/hi/education/1323627.stm

BBC News. (2002). `Never again' says exam chief. Retrieved October 13, 2002, from http:// news.bbc.co.uk/1/hi/education/214299.stm

Bray, M. (1999). The shadow education system: Private tutoring and its implications for planners. Paris, France: UNESCO.

Carr, W., & Kemmis, S. (1986). Becoming critical. London: Falmer Press.

Carver, G. (2000). Tested to destruction? A survey of examination stress in teenagers. London: Education Committee of the Professional Association of Teachers and the Secondary Heads Association.

De Luca, C. (1994). The impact of examination systems on curriculum development: An international study. Paris, France: UNESCO.

Department for Education and Skills. (2001). Autumn package of pupil performance information. Sudbury, UK: DfES Publications.