Recognizing the valuable early learning experiences that children encounter at home or in various preschool settings, this guide presents a curriculum framework for children aged 3 to 5 years in Scottish early years settings. The guide extends the advice offered in "A Curriculum Framework for Children in Their Pre-School Year" and…

Described is a method of recording student completion of National Curriculum Mathematics competencies. A computer program was developed to simplify the teachers task and shorten the time required to record results, thus freeing teachers time for working with children. (MDH)

The idea of assessment driving the curriculum and the importance of assessing students constantly instead of using only standardized tests are discussed. Informal observations used by teachers as a way of assessing student progress is emphasized. The United Kingdom's National Curriculum assessment program are described. (KR)

Describes a weekend residential trip at a British outdoor education center aimed at assessing primary students for the National Curriculum. Instructors constructed personal profiles based on assessment of math, science, geography, and technology and observation of personal and social skills. Formal assessment was conducted during structured group…

Study examined how British teachers' attitudes and classroom practice were influenced by government-imposed innovations, noting English teachers' responses to the 1993 Standard Assessment Tasks for 14-year-olds. Results noted teachers initially had strong solidarity in their disapproval of the tests, but their reasons for disapproval varied…

Summarizes a study examining the impact of England's 1988 Education Reform Act on a group of 138 parents whose children (first-year students) would be most affected. The success of Britain's educational reform is debatable. Although parents are happy with their children's schools, they have reservations about governmentally imposed changes. (19…

Discusses alternative assessment in light of the New English Curriculum, considers why teachers and students in Israel may be reluctant to use alternative assessment, and provides a summary of different types of alternative assessment used at an Israeli high school. (Author/VWL)

The purpose of this article is to look at the experience of Bhutan in using examinations as a tool for assessing and systematically monitoring the health of the education system. The strategy in both school-based and nationwide examinations is three-fold: (1) monitoring of standards for the formally prescribed national curriculum across the…

A study examined national examinations in Britain and their effects on what and how students learn. A national questionnaire was completed by 695 teachers across grade levels and 702 of their students at the secondary level in both the United States and Great Britain. Observations were conducted in eight English/language arts classrooms in the two…

The Graded Objectives in Modern Languages (GOML) approach has contributed to the reform and development in the teaching of modern languages in the United Kingdom during the past 10 years. The introduction of shorter-term goals has revolutionized the way in which large numbers of teachers think about what should be taught to their students, and how…

A historical overview of the development of the British middle school system is presented in this paper, with a focus on the impact of the national curriculum established by the Education Reform Act of 1988. Based on field observation, information is presented on curriculum, the role of head teachers and faculty, parental involvement, and student…

Working out assessment philosophy and practices takes time, as the team members working on the "Competent Children" research project in New Zealand have found out during the first 18 months of the project. It is imperative that those with expertise in early childhood care and education insist on developmentally appropriate assessment…

Two heads of department in contrasting schools explain why they do not use Level Descriptions at all, other than at the very end of Key Stage 3. Influenced by "assessment for learning" principles, Sally Burnham and Geraint Brown develop a case for using assessment to help pupils grow in understanding of how the discipline of history…

When 99 British 7-year-olds with moderate/severe learning difficulties, physical disabilities, or no disabilities were assessed on Level 1-3 mathematics targets of the National Curriculum, it was found that Level 1 may be too demanding and that targets were not attainable for some children with special educational needs. (JDD)

Design and Technology activities, a required part of the British National Curriculum, are assessed by the students themselves with a framework of eight statements of attainment. The activities cover a range of skills, techniques, and processes involved in creating artifacts, systems, and environments. (SK)