An evaluation of the use of accredited baseline assessment schemes in England
Lindsay, Geoff and Lewis, Ann. (2003) An evaluation of the use of accredited baseline assessment schemes in England. British Educational Research Journal, Volume 29 (Number 2). pp. 149-167. ISSN 0141-1926Full text not available from this repository.
Official URL: http://dx.doi.org/10.1080/0141192032000060902
Baseline assessment (accredited through the Qualifications and Curriculum Authority [QCA]) became a statutory requirement from September 1998 for all maintained primary schools in England. Since that date, schools have been required to implement baseline assessment with all children within seven weeks of starting school (i.e. at about 4-5 years of age) unless a comparable recent assessment has been made. A survey of baseline assessment in local education authorities (LEAs), covering both providers of schemes and LEAs using 'bought in' schemes, was carried out in summer 2000. This was followed by a parallel survey of a random sample of schools and case studies of the operation of baseline assessment in 16 LEAs. Baseline assessment was generally viewed positively and regarded as working effectively by school and, in particular, by LEA personnel. Areas of concern focused on lack of training in the use to be made of the data by schools, weaknesses concerning validity and reliability, lack of parental involvement or understanding of the process, and confusion of purposes. This study extends discussion and evidence concerning earlier phases of baseline assessment. It raises significant issues about the potential use of baseline assessment for performance management of individual teachers and, more broadly, sets the scene for the revision of statutory baseline assessment to take effect from 2002/2003.
|Item Type:||Journal Article|
|Divisions:||Faculty of Social Sciences > Centre for Educational Development, Appraisal and Research (CEDAR)|
|Journal or Publication Title:||British Educational Research Journal|
|Official Date:||April 2003|
|Number of Pages:||19|
|Page Range:||pp. 149-167|
|Access rights to Published version:||Restricted or Subscription Access|
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