The Intersection of International Achievement Testing and Educational Policy Development in England

Sally Thomas, Yolanda Gana, Bernardita Munoz Chereau

Research output: Chapter in Book/Report/Conference proceedingChapter in a book

Abstract

Since the 1990s, England’s school system has been shaped by policies oriented to increase decentralization, school autonomy, and central control of school curriculum and accountability frameworks through national pupil assessment and high-stakes school inspections. Initially, IEA and other international comparative studies were perceived as academic research used to contrast national assessments and inform policy changes, such as the 1996 National Literacy and Numeracy strategies. However, since 2006, policymakers increasingly use OECD PISA results to justify new policy initiatives. From 2014, the revised National Curriculum and assessment in England is now explicitly linked to international standards.
Original languageEnglish
Title of host publicationThe Intersection of International Achievement Testing and Educational Policy
Subtitle of host publicationGlobal Perspectives on Large-Scale Reform
EditorsLouis Volante
PublisherRoutledge
ISBN (Electronic)9781317386186
Publication statusPublished - 2016

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    Thomas, S., Gana, Y., & Munoz Chereau, B. (2016). The Intersection of International Achievement Testing and Educational Policy Development in England. In L. Volante (Ed.), The Intersection of International Achievement Testing and Educational Policy : Global Perspectives on Large-Scale Reform Routledge.