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Therefore, social values cannot be ignored in considerations of validity.
(Messick, 1989, p.19) The unitary approach to validity also subsumes considerations about reliability which have traditionally been treated as a separate construct.
However the public is more likely to associate national curriculum assessment with the national tests in English, mathematics and science which are sat at the end of key stages 2(3) and 3 and the teacher marked, externally set English and mathematics tasks at the end of key stage 1(4).
This is not surprising given the high profile uses of the English and mathematics test results in local and national performance tables and, at key stage 2, as the basis for national targets of attainment for 2002.
QCA Research Team email: [email protected] Paper presented at the British Educational Research Association Annual Conference, University of Sussex at Brighton, September 2 - 5 1999 BERA-99: Session 1A: Symposium on coherence, validity and consistency: issues for the Qualifications and Curriculum Authority (QCA) Thursday 2nd September p.m. Room: EDB 302 Abstract This paper reviews the validity of national curriculum assessment in England.The concern is that the emphasis on the use of test results for accountability purposes may diminish the role of Teacher Assessment to a point at which the full programmes of study are not being adequately assessed.