This paper comments that problems with Great Britain's Key Stage 1 standard assessment tasks (SATs) for pupils with special educational needs involve the SATs design and use. Issues discussed include activity-based assessments, adaptations, time demands, step size, future development of SATs, and disapplications of the National Curriculum. (JDD)

British researchers asked elementary teachers how competent they felt to teach the National Curriculum with existing knowledge. Teachers considered themselves most competent in English and mathematics. Inservice priorities were for assessment, testing, science, and technology. Teachers did not oppose the national curriculum but were concerned…

Describes a study of the attitudes of 13- and 14-year-old student towards science. Involves the analysis of a questionnaire which shows that both boys and girls have positive attitudes toward science. Contains 26 references. (DDR)

Describes the pressures exerted on Hong Kong students by the examination system, discussing the historical background, function, and nature of examinations in Hong Kong and explaining that the Chinese examination experience is different from the contemporary emphasis on examination in North American schools. Writings by Hong Kong students and…

Background: Although much has been written about the ways in which new technology might transform educational practice, particularly in the area of literacy learning, there is relatively little empirical work that explores the possibilities and problems--or even what such a transformation might look like in the classroom. 3D virtual worlds offer a…

This document explores the rationale and technical issues underlying the proposal for a common credit framework in Great Britain. This volume, aimed at senior institutional managers, curriculum managers, and practitioners, offers advice on levels, credit value, and award of credit within the framework proposal. A list of terminology is found at…

This sequel to "Recording Progress" (Pathfinder 1) reiterates the principles of recording for continuous assessment in second language learning and describes the British system originally adopted to implement those principles. Implications of the National Curriculum for continuous assessment are considered and then ways are suggested for…

A survey of 25 teachers from special schools in Great Britain concerning issues of assessment for Key Stage 1 of the National Curriculum reports on teacher training, administrative help, use of teacher assessment, reporting results, assessment modification, classroom organization, and pupil reactions. Curriculum implications are noted. (DB)

The problems and possibilities that have arisen since the Key Stage 3 of the National Science Curriculum was implemented in the United Kingdom are discussed. The assessment strategies used with various attainment targets are described. The influence of the National Curriculum on testing is addressed. (KR)

Highlights problems associated with pen-and-paper testing, recommending a computerized adaptive testing system which measures students' abilities against the levels of the United Kingdom National Curriculum in mathematics. The current prototype of this system can be used on a school's network. Results are issued at the time of testing, and…

This study examined U.S. and Chinese teachers' constructing, knowing, and evaluating representations to teach mathematics. All Chinese lesson plans are very similar, because they are all based on the Chinese national unified curriculum in mathematics. However, the U.S. lesson plans are extremely varied, even for those teachers from the same…

During the past 100 years, there has been an evolution in publicly funded education in England. This report provides a historical perspective for recent reforms and spotlights three related areas. The first section describes the early 19th-century Newcastle Commission's efforts to design a system of sound and cheap elementary education for…

In assessing pupils with special educational needs in conjunction with the provisions of Great Britain's National Curriculum, three areas should be distinguished: planning the next step for pupils' learning, assessing pupils' levels of achievement, and assessing the quality of education offered. (JDD)

This paper summarizes and comments on recommendations of the Modern Foreign Languages Working Group concerning attainment targets, programs of study, and statements of attainment in Great Britain's National Curriculum. Strategies used in modern language instruction in Berkshire's special schools are described. (JDD)

This paper examines the complexity of teaching handwriting to meet the requirements of Great Britain's National Curriculum. Three major questions are considered: (1) what should be taught? (2) what are the teaching objectives? and (3) how will pupil progress be assessed? (JDD)