By Bertrand Russell
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And Fitz, J. (1998) ‘Different Policies, Common Practice: Mathematics Assessment and Teaching in the United States and England and Wales’, AERA, San Diego. Gray, J. (1990) ‘The Quality of Schooling: Frameworks for Judgement’, British Journal of Educational Studies 38(3):204–23. Allan (1993) Testing Testing: Social Consequences of the Examined Life, Berkeley, CA: University of California Press HMI (1978) Primary Education in England, London: HMSO. , Harris, S. and Fernandes, C. (1997) Patterns of Mathematics and Science Teaching in Upper Primary Schools in England and Eight Other Countries, The Third International Mathematics and Science Study 2nd National Report, Slough: NFER.
The PACE study has revealed the beginning of the story; it is difficult to predict the end. Note 1 It is important to note that the terms ‘performance’ and ‘competence’ as used by Bernstein (1996) and in this chapter have distinctly different meanings from those associated with ‘performance’ (authentic) and ‘competence’ testing as more generally understood in the field of assessment and as used elsewhere in this book. References Bernstein, B. (1975) Class, Codes and Control, Vol. III, London: Routledge.
As a result, it is becoming increasingly difficult for any of the players in the system even to articulate an alternative set of priorities, an alternative vision of desirable educational outcomes. As Elliott (1996:76) suggests, contemporary assessment policies have played a central role in ‘changing the rules which shape educational thought and practice. ’ To the extent that such voices are silenced, however, the likelihood of developing the type of educational institution that is needed to foster ‘lifelong learning for all’ is correspondingly reduced.