Against a shifting set of assessment preferences in the US regarding whether educational assessment should continue to be a states rights game or become a federally dominated undertaking, the publication of five first-rate analyses about England's national curriculum assessment (NCA) is particularly propitious. Taken together, these five papers…

In spite of the introduction of a National Curriculum in UK schools and the improved progression and continuity that it promised, pupils still have problems with learning when they transfer from primary to secondary school. These problems are particularly acute in science. One approach is to provide a programme of "bridging work", focused on…

Background: National curriculum assessment (NCA) in England has been in place for nearly 20 years. It has its origins in a political desire to regulate education, holding schools accountable. However, its form and nature also reflect educational and curriculum concerns and technical assessment issues. Purpose: The aim of the article is to provide…

The National curriculum assessment (NCA) in Wales has evolved from common foundations into a system that is now distinct from that in England. The influence of the political and social milieu of Wales can be seen both in the distinctive features that have been in place from the outset and in the more radical changes introduced since 2002. In this…

Background: In this article we address some of the challenges posed by the development of national assessment systems and discuss the need for high quality information on trends in attainment; support for school improvement processes and ways in which learning should be enhanced through valid assessment. Purpose: Key elements are explored,…

Nine teachers of 4-year olds described their theories of play and the influence of the British National Curriculum on practice. Although the curriculum requires shaping content into subject areas and focusing on assessment, teachers maintained their commitment to play and tried to integrate the curriculum's desired outcomes with unintended…

The reading attainment of 1,329 primary school children was analyzed to see if literacy standards changed since the introduction of Britain's National Curriculum. The relative stability of attainment across cohorts contrasts with the prediction that the curriculum would raise standards. (SK)

Early childhood teachers in Britain (n=359) found working with young children rewarding but felt impeded by stressful educational changes and curriculum initiatives, especially when required to implement policies contrary to their teaching values and philosophy. They were frustrated at spending more time on bureaucratic tasks than on teaching. (SK)

This paper critically examines the English National Curriculum (NC) for History and its Schemes of Work's development of temporal cognition within the primary school. In addition, it outlines the findings of a longitudinal research study into Year 4 pupils' assimilation of historical time. The paper contends that the development of historical time…

British students who had compulsory science in the National Curriculum from ages 11-16 (n=115) had significantly higher scores on a science test than those for whom secondary science had been optional (n=30). Almost all had very low scores on questions related to the circulatory system and sound and light, regardless of their science background.…

Fifty-three student teachers completed a questionnaire about their self-perceived competence to teach Britain's National Curriculum to 11 year olds. Diary entries and interview data show that self-rated competence increased over a year's training course; changes were statistically significant for each subject. (SK)

A study of secondary teachers before and after introduction or the Northern Ireland Curriculum (1989-1995) found some improved continuity between primary and secondary science. However, few teachers had taken account of children's earlier experiences in planning secondary science programs. (SK)

A case study of the impact of the National Curriculum for science in a British primary school experiencing a change in headteacher was compared to 15 other primary schools. Managerial style and ideology of the headteacher had a direct influence on school culture and educational practice. (SK)

A literature review identified issues about math tests for 11-year olds in the British National Curriculum: layout of test questions, vocabulary and language used, illustrations, and readability of text. More data are needed about how students read and process the information in test questions. (SK)

Interviews with 48 British elementary teachers and assessment coordinators about level descriptions to evaluate students (summary statements of performance on the National Curriculum) found that communities of assessment practice have developed within schools but not more widely. Factors inhibiting growth include lesser status of teacher…