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Value-Added Attacks: Technical Issues in Reporting National Curriculum Assessments

Dylan Wiliam
British Educational Research Journal
Vol. 18, No. 4 (1992), pp. 329-341
Published by: Wiley on behalf of BERA
Stable URL: http://www.jstor.org/stable/1501294
Page Count: 13
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Value-Added Attacks: Technical Issues in Reporting National Curriculum Assessments
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Abstract

In 1987 the British government announced its intention to introduce a national curriculum for all students of compulsory school age, with formal assessments being carried out at the ages of seven, 11, 14 and 16, and reported on a common 10-point scale. The assumptions underlying the 10-point scale are examined, as is the way in which criterion-referencing is embodied in the assessment system. Implications of such a model for reporting the attainment of whole cohorts of students are examined and different ways of operationalising the idea of 'value-added' and their relative fairness are explored. Finally, implications about reporting and publishing aggregated school results are drawn for schools and local education authorities.

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